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| Tables and Figures | |
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| About the Author | |
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| Acknowledgements | |
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| Introduction | |
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| ...So the grounds for concern are still serious | |
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| The beginnings of a focus upon prevention | |
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| Some common themes emerging from the research | |
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| Dissemination of the necessary skills | |
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| Some General Principles for Helping Families | |
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| Research Concerning Troubled Children | |
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| The needs of children | |
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| The nature of children's difficulties: risk and protective factors | |
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| The effectiveness of interventions to help children | |
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| Social Learning/Cognitive-behavioural Theory | |
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| Ways of thinking about human beings | |
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| A range of perspectives on human beings | |
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| Exploring principles of cognitive-behavioural theory | |
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| Making use of principles of cognitive-behavioural theory | |
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| Summary of some key principles of cognitive-behavioural theory | |
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| Engaging and Supporting Parents and Families | |
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| Children within a statutory and organisational context | |
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| How can we best support families? | |
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| Developing awareness of cultural issues | |
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| Developing a positive focus | |
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| Practice issues: the importance of structure | |
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| Interagency work | |
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| Methods of giving help: evidence from research | |
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| ASPIRE - Assessment | |
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| ASPIRE: a process for practice | |
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| What is assessment? | |
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| The steps of assessment - and beyond | |
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| ASPIRE: Planning, Implementation, Review and Evaluation | |
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| The stage of planning - with parents or caregivers | |
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| Implementing the plan | |
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| Reviewing and evaluating the plan | |
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| Helping Families with Specific Difficulties | |
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| Helping Families with Children Who are Anxious or Depressed | |
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| Definition of emotional disorders | |
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| Prevalence of emotional difficulties in children | |
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| Research into children and anxiety | |
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| Helping families with anxious children | |
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| Research into children and depression | |
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| Helping families with depressed children | |
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| Helping Families with Children's Sleeping Problems | |
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| Definition of sleeping disorder | |
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| The prevalence of sleeping/waking difficulties | |
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| Research into the origins of bedtime and waking problems | |
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| Research into the management of bedtime and sleep problems | |
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| Helping families whose children have bedtime/waking problems | |
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| Helping Families with Children with Eating Problems | |
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| Problems of definition | |
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| Prevalence of eating/feeding problems | |
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| Research into the origins of feeding/eating problems | |
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| Research into the management of eating difficulties | |
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| Helping families with children with eating difficulties | |
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| Helping Families with Children with Serious Behaviour Problems | |
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| Difficulties of arriving at definitions | |
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| Prevalence of and continuities in conduct disorders | |
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| Research into the origins of conduct disorders | |
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| Research into intervention in conduct disorders | |
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| Helping parents with children with serious behaviour problems | |
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| Helping Families with Children with Attention Deficit Hyperactivity Disorder | |
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| Difficulties of arriving at definitions and diagnoses | |
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| Prevalence of ADHD | |
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| Research into ADHD | |
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| Research concerning the management of ADHD | |
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| Research focusing upon organisational strategies | |
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| Helping parents with children with features of ADHD | |
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| Helping Families whose Children Wet or Soil | |
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| Enuresis/bed wetting: definition and prevalence | |
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| Research concerning the origins of bed wetting | |
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| Research concerning the management of bed wetting | |
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| Help for families with children who wet the bed | |
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| Encopresis/soiling | |
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| Research into the origins of soiling | |
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| Research into the management of soiling | |
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| Help for families with children who soil | |
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| Parent Education and Training: Values and Research | |
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| The value base of the work: ethical issues | |
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| Support for families in a multicultural society | |
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| The content and process of effective programmes of parent training | |
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| Content and characteristics of effective parent education programmes | |
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| The process and practicalities of parent training | |
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| Devising agreements to support practice | |
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| Maintaining the improvement | |
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| Concluding remarks | |
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| Form for assessment of child behaviour difficulty | |
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| Form for recording 'life events' for the family and child | |
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| Form for obtaining ratings on the life events scale | |
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| Form for compiling summary of information relevant to assessment | |
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| Form for noting A-B-C sequences | |
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| Form for charting behaviours | |
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| Form for eight-week charting of positive and negative behaviours | |
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| Form for planning with parents | |
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| Parenting positively: some notes for parents | |
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| Weekly sleep chart | |
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| Guidelines for good practice of behavioural and cognitive psychotherapy | |
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| Form for framing an agreement between a worker and a client | |
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| Form for framing an agreement in one-to-one or family work | |
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| References | |
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| Index | |