Some children seem different, detached, disinterested in the games of other children. They prefer their hobbies to friends of their own age and if forced into community activities, as they often are at school, can become aggressive and difficult. In Loners, Sula Wolff describes a childhood personality syndrome that has frequently been neglected. Often using children's own words, their lives and problems become real as she unwraps their stories from first referral to adulthood. Some have become talented and successful adults, whilst others are less fortunate in later years. Carefully documented and meticulously researched, this study makes compelling reading.

`Loners is destined to be a clinical classic... I wish I had had Loners to read when I began my career... I commend this book to all those starting out on their mental health careers as an insightful portrait of an important condition and as a standard of clarity and brevity for their own research and writing. I commend it as well to mature clinicians whose understanding will be sharpened by studying its contents. This monograph demonstrates the importance of careful clinical longitudinal observation and incisive thought for the provision of appropriate psychiatric care for children and their families.' From the foreward by Leon Eisenberg Some children are solitary and unable to adapt to the social and educational demands of school life. Some are gifted; most cope better once they leave school. In Loners, Sula Wolff discusses the nature and origins of their difficulties and compares them with autism, Asperger's syndrome and schizoid/schizotypal personality disorders. Sula Wolff illustrates follow-up studies with case histories of children and adults seen in the course of twenty years, as well as with discussions of the apparent eccentricities of some exceptional people who catch the public eye. The book shows the necessity of the clinical recognition of the condition. Loners will help psychiatrists towards a realistic approach to the treatment of afflicted people, both children and adults.

Some children seem different, detached, disinterested in the games of other children. They prefer their hobbies to friends of their own age and if forced into community activities, as they often are at school, can become aggressive and difficult. In Loners, Sula Wolff describes a childhood personality syndrome that has frequently been neglected. Often using children's own words, their lives and problems become real as she unwraps their stories from first referral to adulthood. Some have become talented and successful adults, whilst others are less fortunate in later years. Carefully documented and meticulously researched, this study makes compelling reading.

This issue of Child and Adolescent Psychiatric Clinics, guest edited by Drs. Gabrielle A. Carlson and Manpreet Kaur Singh, is Part I of a two-part issue covering Emotion Dysregulation in Children. This issue is one of four selected each year by our series Consulting Editor, Dr. Todd Peters. Topics discussed in this issue include but are not limited to: Aggression, irritability, and mood dysregulation; Measurement of Dysregulation in Children and Adolescents; The phenomenology of outbursts; Understanding, Assessing and Intervening with Emotion Dysregulation in Autism Spectrum Disorder; Dysregulation and Suicide in Children and Adolescents; Aggression and Dysregulation: A Trauma Informed Approach; Anger outbursts and aggressive symptoms in Tourette Disorder; ADHD and the Dysregulation of Emotion Generation and Emotional Expression; Dysregulation in major mental illness; and Dysregulation, Catastrophic Reactions and Anxiety Disorders, among others.

Based on twenty-five years of teaching and working with children who have Autism Spectrum Disorders (ASDs), Christy L. Magnusen contends that it is those teachers who can blend the 'science' of education methodology with the 'art' of teaching who are best able to reach these children. Examining both these aspects of teaching, she takes a fresh look at established and more recent teaching methods such as structuring spaces, emphasizing language and planning strategies for transition and generalization, and then explores the art of implementation: why, when and how these techniques should be applied. By highlighting workable solutions to everyday problems, and emphasizing that teachers need to understand techniques and have the ability to adapt them to the situation that faces them, this book will be invaluable to all those involved in teaching children with ASDs.

The precise relationship between high-functioning autism and Asperger Syndrome is still a subject of debate. This volume provides a general overview of the disorder and present diverse opinions on diagnosis and assessment, neuropsychological issues, treatment, and related conditions. A special section features personal essays by individuals diagnosed with autism or Asperger Syndrome. The result is a comprehensive and useful survey of the current state of the field that will be of great interest to clinicians, teachers, researchers, and parents.