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Tables of Contents for Parent, Adolescent and Child Training Skills 2
Chapter/Section Title
Page #
Page Count
Introduction
1
1
Aims
1
1
Objectives
1
1
PART I: BEHAVIOURAL ADDICTIONS
2
1
PART II: TECHNOLOGICAL ADDICTIONS
3
2
PART III: ADOLESCENT GAMBLING
5
1
PART IV: GAMBLING ON FRUIT MACHINES
6
20
Reasons for the addiction
7
1
Negative consequences
8
1
External factors in adolescent gambling
8
1
The types of adolescents who play fruit machines to excess
9
5
Arcade kings
10
1
Machine beaters
11
1
Rent-a-spacers
12
1
Action seekers
12
1
Escape artists
13
1
Conclusion
14
1
Risk factors for adolescent gambling on fruit machines
14
2
How to identify when gambling has become a problem
16
1
Opportunities for change
17
1
What can parents do?
18
1
Practical interventions for adolescents addicted to playing fruit machines
18
4
Preparation
19
1
Action
20
2
Relapse prevention
22
1
`Good gambling'
23
1
Conclusions
24
2
PART V: VIDEOGAMES AND FRUIT MACHINES -- COMMONALITIES
26
2
PART VI: ADOLESCENT VIDEOGAME PLAYING
28
13
The benefits of videogames
29
2
Videogames: medical and physical effects of excessive play
31
2
Videogame violence and aggression
33
2
Self-report methods
33
1
Experimental studies
33
1
Observational studies
34
1
Other studies (projective tests, case studies)
34
1
Conclusions
34
1
Videogame addiction
35
2
Videogames: what can parents do?
37
2
Conclusions
39
2
PART VII: FRUIT MACHINES AND VIDEOGAMES -- SOME FINAL COMMENTS
41
1
References
42
1
Further reading
43
APPENDICES
Appendix 1. Diagnostic checklist to identify problem gambling in children and adolescents
44
1
Appendix 2. Early warning signs of a gambling addiction
45
1
Appendix 3. Signs of a definite gambling problem
45
1
Appendix 4. Profile of the problem adolescent gambler
46
1
Appendix 5. Useful addresses for sources of help and information about youth gambling
46
2
Appendix 6. Practitioner interventions for gambling dependency
48
2
Appendix 7. Self-help guide for young gamblers: strategies for change
50
2
Appendix 8. The `good gambling' guide for adolescents
52
1
Appendix 9. Types of gaming machine
53
1
HINTS FOR PARENTS
How parents can support a problem gambler
54
1
Videogames: what can parents do?
55
Introduction
1
1
Aims
1
1
Objectives
1
2
PART I: DEVELOPMENT AND SEXUALITY
3
13
Adolescent development
3
4
Psychosocial development in adolescence
3
1
Psychosocial development of gay and lesbian adolescents
4
1
Physical development in adolescence
5
1
Sexual behaviour in adolescence
6
1
Outcomes associated with risky sexual behaviour
7
2
Unintentional teenage pregnancy
7
1
Sexually transmitted diseases
8
1
HIV infection
8
1
Epidemiology
9
1
Unintentional teenage pregnancy
9
1
Sexually transmitted diseases
9
1
HIV infection
10
1
Theories about sexually risky behaviour
10
4
Behavioural--ecological model of sexual behaviour
10
1
AIDS risk-reduction model
11
3
Effective prevention programmes
14
2
Content
14
1
Processes
14
2
PART II: PREVENTION PRACTICES
16
25
Settings for prevention programmes
16
1
Seven tasks for a prevention programme
16
3
Task 1. Identify key network members
16
1
Task 2. Form a contract for cooperation with key network members
17
1
Task 3. Form a contract for cooperation with potential peer leaders
17
1
Task 4. Form a contract for resources
18
1
Task 5. Conduct team training
18
1
Task 6. Implement the programme with close supervision
18
1
Task 7. Evaluation
19
1
Assessing risky sexual behaviour
19
6
Questions about risky sexual behaviour
20
2
Question about intravenous drug use
22
1
Questions about family factors
22
1
Questions about school factors
22
1
Questions about peer group factors
23
1
Questions about personality
23
1
Questions about behaviour patterns and relationships
23
1
Questions about sexual attitudes and beliefs
23
1
Questions about sexual knowledge and skills
23
1
Questions about triggers for unsafe sex
24
1
Questions about consequences of current sexual behaviour pattern
24
1
Seven steps towards safe sex: a prevention programme
25
16
Step 1. Psychoeducation about safe and risky sex
25
3
Step 2. Generating commitment
28
3
Step 3. Skills training for reducing risky situations
31
2
Step 4. Communication and sexual assertiveness skills training
33
2
Step 5. Skills training in condom use
35
3
Step 6. Self-reinforcement and support-seeking
38
2
Step 7. Relapse management
40
1
Conclusion
41
1
References
42
1
Further reading
42
1
Appendix 1. Characteristics of sexually transmitted diseases (STDs)
43
3
Appendix 2. Sexual knowledge quiz
46
3
Appendix 3. Safe-sex quiz
49
4
Appendix 4. Safe-sex questionnaire
53
2
Appendix 5. Characteristics of common contraceptive methods
55
3
Appendix 6. Personal risk profile
58
Introduction
1
1
Aims
1
1
Objectives
1
2
PART I: DEPRESSION
3
33
Epidemiology of depression
5
1
Clinical features of depression
5
3
Assessment of depression
8
11
Assessing symptoms
9
1
Assessing predisposing factors
10
2
Assessing precipitating factors
12
1
Assessing maintaining factors
12
3
Assessing protective factors
15
2
Formulation
17
2
Treatment of depression
19
17
Psychoeducation
20
1
Self-monitoring
21
2
Interventions focusing on activity
23
3
Interventions focusing on family relationships
26
3
Interventions focusing on cognition
29
3
Training in social skills and problem-solving
32
1
School interventions
33
1
Medication
33
1
Management of parental mood problems
33
1
Managing relapse, disengagement and resistance
34
2
PART II: ATTEMPTED SUICIDE
36
14
Risk and protective factors for suicide
36
7
Suicidal intention and ideation
37
3
Method lethality
40
1
Precipitating factors
40
1
Motivation
41
1
Personality-based factors
41
1
Disorder-related factors
42
1
Historical factors
42
1
Family factors
43
1
Demographic factors
43
1
Assessment of suicide risk
43
5
Family and multisystemic interviews
44
1
Individual interview
45
3
Management of suicide risk
48
2
Home-based care
48
1
Hospital-based care
49
1
References
50
1
Further reading
51
1
APPENDICES
52
1
Appendix 1. Mood Scale
52
1
Appendix 2. What is depression? Notes for young people and their parents
53
1
Appendix 3. Self-monitoring form for low mood
54
1
Appendix 4. Relaxation exercises
55
2
Appendix 5. Guidelines for listening and communications skills
57
1
Appendix 6. Guidelines for problem-solving skills
57
1
Appendix 7. Family Life Scale
58
1
Appendix 8. Life Stress Questionnaire
59
Introduction
1
1
Aims
2
1
Objectives
2
1
PART I: AGGRESSION
3
20
What is aggression?
3
1
The changing nature of aggression
4
2
Are boys more aggressive than girls?
6
1
When is aggressive behaviour a problem?
7
1
Factors relating to aggression
8
4
Individual differences in aggression
12
5
Tackling aggressive behaviour
17
3
Hints for parents
20
3
PART II: BULLYING
23
24
What is bullying?
23
1
Where does bullying take place?
24
1
Types of bullying
25
1
How common is bullying?
25
2
Effects of bullying
27
1
Who is involved in bullying?
28
3
Tackling bullying
31
16
CONCLUSIONS
47
2
References
49
2
APPENDICES
51
1
I: Assessing aggression
51
3
II: Bullying resources
54
Introduction
1
1
Aims
1
1
Objectives
1
1
PART I: PANIC IN ADOLESCENTS
2
5
What are panic attacks?
2
1
Non-clinical panic attacks
3
1
Prevalence of panic attacks and symptoms
3
2
What is panic disorder?
5
2
PART II: OTHER ANXIETY DISORDERS ASSOCIATED WITH PANIC IN ADOLESCENTS
7
3
Social phobia
7
1
Obsessive-compulsive disorder
8
1
Generalized anxiety disorder
8
1
Specific phobia
9
1
PART III: THE THREE COMPONENTS OF ANXIETY
10
6
The physical component (`what I feel')
10
2
The cognitive component (`what I think')
12
1
The behavioural component (`what I do')
13
1
The cycle of panic
14
2
PART IV: UNDERSTANDING THE CAUSES OF PANIC IN ADOLESCENTS
16
6
A model of the aetiology of panic
16
1
Temperament, attachment and separation: implications for the development of panic
17
5
PART V: ASSESSING ADOLESCENTS WITH PANIC AND ANXIETY
22
9
The Anxiety Disorders Interview Schedule for DSM-IV, Child Version (ADIS-IV, Child Version)
22
2
Panic Attributional Checklist
24
1
Self-report measures of panic, anxiety and fear
25
3
Childhood Anxiety Sensitivity Index
26
1
Spence Children's Anxiety Scale
26
1
Fear Survey Schedule for Children -- Revised
27
1
Multidimensional Anxiety Scale for Children
27
1
Behavioural assessment
28
3
A behavioural approach task for an adolescent with panic disorder
28
3
PART VI: TREATING ADOLESCENTS WITH PANIC AND ANXIETY
31
13
Panic control treatment for adolescents
32
8
Sessions 1 and 2
35
1
Sessions 3--5
35
3
Sessions 6--8
38
1
Sessions 9--11
39
1
How helpful is PCT for adolescents? The case of Beth
40
1
Treating other anxiety disorders in adolescence
41
3
PART VII: WORKING WITH PARENTS
44
3
PART VIII: HELPING ADOLESCENTS WITH ANXIETY: SOME FINAL THOUGHTS
47
1
References
48
1
Further reading
49
1
Sources of instruments
49
1
APPENDICES
50
1
Appendix 1. Brief Screening Instrument for Panic Attacks and Panic Disorder in Adolescents
50
2
Appendix 2. Panic Attributional Checklist
52
2
Appendix 3. Childhood Anxiety Sensitivity Index
54
1
Appendix 4. Fear Survey Schedule for Children -- Revised
55
2
Appendix 5. Treating my teenager's panic disorder: a guide for parents
57
Introduction
1
1
Aims
1
1
Objectives
1
1
School refusal and other attendance problems
2
1
Aetiology of school refusal
3
1
Epidemiology of school refusal
4
1
PART I: ASSESSMENT
5
10
Clinical interview
6
2
Child interview
6
1
Parent interview
7
1
School interview
8
1
Diagnostic interview
8
1
Self-report measures
9
2
Fear Thermometer
9
1
Fear Survey Schedule for Children -- II
9
1
Revised Children's Manifest Anxiety Scale
9
1
Children's Depression Inventory
10
1
Self-Efficacy Questionnaire for School Situations
10
1
Self-Statements Assessment
10
1
Functional analysis
11
1
Caregiver-completed measures
12
2
Child Behavior Checklist
12
1
Self-Statements Assessment
13
1
Teacher's Report Form
14
1
Communicating assessment findings
14
1
PART II: GENERAL CONSIDERATIONS FOR INTERVENTION
15
3
PART III: INTERVENTION WITH THE YOUNG PERSON
18
14
Relaxation training
18
1
Cognitive therapy
19
6
Describe
20
1
Detect
20
1
Determine
21
1
Dispute
21
1
Discover
22
1
Do
22
1
Discuss
23
1
Age-appropriate techniques
23
1
Problem-solving
24
1
Enhancement of social competence
25
1
Exposure
26
4
Graded or immediate full return to school?
28
2
Facilitating the process
30
2
The final treatment session
31
1
PART IV: INTERVENTION WITH THE PARENTS
32
15
Overview
32
2
Preliminary considerations
34
1
Confidence in the child's current school placement
34
1
Assessment of the child's physical health
35
1
Strategies for facilitating school attendance
35
8
Minimizing secondary gain
35
1
Establishing a smooth household routine
36
1
Clarifying the date and process for school return
36
1
Giving instructions
37
1
Planned ignoring
38
2
Modelling confidence
40
1
Escorting the child to school
40
1
Leaving the child at school
41
1
Dealing with running away
42
1
Positive reinforcement
42
1
Facilitating the process
43
4
Cognitive restructuring
43
1
Modelling, rehearsal and feedback
44
2
The highly anxious child
46
1
The final intervention session
46
1
Supporting parents
46
1
PART V: INTERVENTION AT THE SCHOOL LEVEL
47
4
Overview
47
1
Strategies for managing school refusal
47
2
Before arrival
47
1
On arrival
47
1
Reintroduction to class
48
1
Dealing with resistance
48
1
Facilitating the process
49
2
PART VI: CONCLUDING REMARKS
51
1
References
52
2
APPENDICES
54
1
Appendix 1. Clinical Interview Schedule -- Child Version
54
6
Appendix 2. Clinical Interview Schedule
Appendix 3. Fear Thermometer
60
1
Appendix 4. The HARD GOING acronym
61
Introduction
1
4
PART I: WHAT DO WE KNOW ABOUT EFFECTIVE WORK TO REDUCE DELINQUENCY?
5
4
Meta-analyses: An overview
6
1
Elements of successful work with delinquents
6
2
The importance of treatment integrity
8
1
PART II: FAMILIES AND DELINQUENCY
9
20
Family factors and delinquent behaviour
9
8
Familial abuse and delinquency
17
4
Foster families and delinquency
21
2
Working with parents and children
23
6
PART III: ADVANCES IN WORKING WITH DELINQUENTS
29
14
The role of social cognition in delinquency
29
5
Moral maturity and delinquent behaviour
34
3
Working with cognition
37
4
Linking advances in treatment to `what works'
41
2
PART IV: CONCLUDING THOUGHTS
43
1
References
44
2
APPENDICES
46
1
I: Guidelines to teaching effective parenting skills
46
2
II: Guidelines for parents of teenagers
48
1
III: Checklist of factors necessary to promote adaptive coping strategies in young people
49
1
IV: Checklist of social skills
50
1
V: Social skills assessment
51
1
VI: Social skills training techniques
52
1
VII: Social problem-solving training
53
1
VIII: Anger management techniques
54
1
IX: Anger control training (ACT)
55
1
X: Aggression replacement training (ART)
56
2
XI: Equipping peers to help one another (EQUIP)
58
Introduction
1
1
Aims
1
1
Objectives
2
1
PART I: ADOLESCENCE -- LEAVING CHILDHOOD BEHIND
3
10
Sheep in wolf's clothing?
4
1
The `storm and stress' view of adolescence
4
2
Cognitive development
6
1
The body and self-image
6
2
Identity formation
8
1
Hormonal changes
9
1
Adolescent sexuality
9
2
Conclusion
11
2
PART II: ANTISOCIAL BEHAVIOUR
13
10
A profile of children with antisocial disorders
13
3
Impact on parents and others
15
1
Social learning theory
16
2
Development of antisocial disruptive disorders
18
2
Continuity of antisocial behaviour
19
1
Delinquent behaviour
20
1
Bullying
20
1
Parental morale: learned helplessness
21
1
Causation
21
2
PART III: ASSESSMENT AND INTERVENTION
23
11
Behavioural assessment and formulation of the problem(s)
23
3
Stage 1: Assessment (AS)
24
1
Stage 2: Planning (P)
25
1
Stage 3: Implementation of the intervention
26
1
Stage 4: Rigorous evaluation
26
1
Choice of methods
26
4
Behaviour modification to cognitive-behaviour therapy
27
1
Behavioural family therapy
28
1
Behavioural parent training
29
1
Evaluation
30
1
Working with parents
31
1
Multimodal interventions
32
1
Cognitive-behaviour therapy (direct work with adolescents)
32
1
Ecological interventions
33
1
PART IV: EXAMPLES OF INTERVENTIONS IN PRACTICE
34
19
A collaborative cognitive-behavioural approach
34
9
Session 1: Group induction
34
1
Session 2: Children's (adolescents') needs
35
1
Session 3: Play as `special' quality time
36
1
Session 4: Effective praise
37
2
Session 5: Tangible and social rewards
39
1
Session 6: It's as simple as ABC (where B stands for beliefs and behaviour)
40
1
Session 7: Discipline
41
1
Sessions 8--11
42
1
Confrontation and conflict, negotiation skills and the use of family contracts
43
6
Contracting
45
2
Resolving conflicts and settling differences
47
2
Training in problem-solving skills
49
4
General orientation
49
1
Problem definition and formulation
49
1
Setting goals
50
1
Action
51
2
References
53
1
Further reading
53
2
Hints for Parents
55