List of Figures and Tables | p. xi |
About the Authors | p. xii |
Preface | p. xiii |
Taking Account of Children and their Families | p. 1 |
Assessing Children and Their Families: Where to Begin | p. 5 |
The "What Question" | p. 5 |
Exploration: Observing, Asking, Listening | p. 6 |
Problem Parenting | p. 8 |
Children With Problems | p. 10 |
Two-Way Traffic: Parent-to-Child; Child-to Parent | p. 14 |
The Case of Avril Hayes | p. 14 |
Perceived Self-Efficacy | p. 15 |
Summary and Comment | p. 16 |
Approaching Assessment: Step-by-Step | p. 18 |
The Family as a System | p. 19 |
The Interview | p. 22 |
The Formulation | p. 24 |
Identifying Target Problems | p. 25 |
Identifying Controlling Influences | p. 27 |
Beginning Your Assessment | p. 27 |
Group Processes | p. 33 |
Thinking in "ABC" Terms | p. 34 |
Summary and Comment | p. 39 |
Taking Account of the Family | p. 40 |
The "Why" Question | p. 40 |
Life-Event Information | p. 42 |
The Family as a Dynamic Organization | p. 46 |
Theories of Family Life | p. 46 |
Family Violence | p. 51 |
Abuse | p. 51 |
Neglect | p. 52 |
Taking Account of the Child | p. 53 |
Children in Need | p. 53 |
When is a Child Being Harmed? | p. 54 |
Assessment Methods Criteria | p. 55 |
Taking Account of the Parents | p. 56 |
Summary and Comment | p. 59 |
Formulating the "Why" Question | p. 61 |
Formulating Causes in the Case of Avril Hayes | p. 63 |
Theoretical Approaches to Understanding Behavior | p. 66 |
Social Learning Model | p. 66 |
Medical Model | p. 72 |
Psychometric Model | p. 73 |
Personal Construct Model | p. 73 |
Psychodynamic Model | p. 76 |
Family Process Model | p. 82 |
Empirical Research Model | p. 83 |
Summary and Comment | p. 84 |
Understanding Development and Change in Families and Children | p. 87 |
Childhood and Adolescence | p. 89 |
Assessment of Children | p. 89 |
Puberty: The Gateway to Adolescence | p. 98 |
Adolescence | p. 100 |
Problem Areas | p. 106 |
Sexual Encounters and Sexual Abuse | p. 121 |
Summary and Comment | p. 126 |
Responsiveness in Parents and Children | p. 128 |
Parental Responsiveness | p. 129 |
Problematic Parenting | p. 130 |
Parent-Child Attachment | p. 131 |
Responsiveness in Children | p. 137 |
Parental Patterns | p. 140 |
Parental Overprotection | p. 140 |
Parental Dominance/Restriction | p. 140 |
Parental Rejection | p. 141 |
Parental Permissiveness | p. 143 |
Prevention | p. 143 |
Summary and Comment | p. 148 |
Loss and Change Experienced By Children and Families | p. 150 |
Stages of Transition | p. 150 |
Childhood Bereavement | p. 152 |
Parental Bereavement | p. 152 |
Divorce or Separation | p. 154 |
Reconstituted Families | p. 158 |
Single-Parent Families | p. 159 |
Summary and Comment | p. 161 |
You as Helper | p. 163 |
Intervention: Preliminaries, Planning, and Implementation | p. 165 |
Preliminaries | p. 165 |
Cultural Factors | p. 165 |
What Resources Are Available? | p. 166 |
Communicating With Clients | p. 167 |
Reviewing Goals | p. 167 |
Monitoring Change | p. 168 |
Planning the Intervention | p. 169 |
An Illustration of an Intervention | p. 173 |
Selection of Goals for Treatment | p. 175 |
Termination | p. 177 |
Follow-Up | p. 177 |
Summary and Comment | p. 178 |
The "How" Question: Helping People to Change | p. 179 |
Mobilizing Human Resources | p. 180 |
Marital Work | p. 182 |
Family Therapy | p. 183 |
Assessment and Intervention | p. 186 |
Intervention Techniques | p. 189 |
Improving Relationships Within the Family | p. 190 |
Behavioral Approaches | p. 191 |
The Behavioral Therapies | p. 192 |
A Social Learning Approach to Family Violence | p. 193 |
Cognitive Behavioral Approaches | p. 196 |
Contracts | p. 199 |
Helping Your Client as an Individual | p. 201 |
An Illustration | p. 205 |
Talking to and Guiding Young People | p. 207 |
Providing Information | p. 208 |
Counseling | p. 208 |
Framework for Counseling | p. 209 |
Counseling in a Crisis | p. 210 |
The Impact of Children with Special Needs | p. 211 |
Summary and Comment | p. 214 |
More Methods and Techniques | p. 216 |
Group Work | p. 216 |
Discussion Groups | p. 217 |
The Role of Course Organizer | p. 219 |
Individual Helping | p. 220 |
Settling Differences | p. 222 |
Modeling | p. 223 |
Role-Play | p. 224 |
Exposure Training | p. 226 |
Self-Control Training | p. 226 |
Stress Management | p. 227 |
Summary and Comment | p. 228 |
Child Management and Behavioral Methods | p. 230 |
Rules and Routines | p. 230 |
Preparing the Child for Life | p. 231 |
Strengthening New Patterns of Behavior | p. 234 |
Eliminating/Reducing Inappropriate Behavior | p. 236 |
Penalizing Undesirable Behavior | p. 240 |
Encouraging Competing Behavior | p. 241 |
Summary and Comment | p. 241 |
Using Life Skills Training | p. 243 |
Social Skills Training | p. 245 |
Problem Solving | p. 245 |
The Development of Problem-Solving Skills | p. 248 |
Summary and Comment | p. 251 |
Empowerment of Families and Evaluation of Practice | p. 253 |
Beyond the Agency Door: Empowering and Mentoring Families | p. 255 |
Identifying and Utilizing Client Strengths | p. 256 |
Strengths Perspective | p. 257 |
Avril and her Parents - Personal and Social Domains | p. 260 |
Helping Beyond the Agency Door Sustaining Benefits: Practice Examples | p. 262 |
Mentors: Extending Helping and Building on Strengths | p. 264 |
Definition and Roots of Mentoring | p. 264 |
Human Services Mentors | p. 267 |
Practice Examples of Mentoring | p. 268 |
Boundary Concerns in Mentoring Practice | p. 270 |
Empowerment: The Glue That Can Hold! | p. 271 |
Definition | p. 272 |
Dimensions of Practice for Empowerment: Personal to Political | p. 273 |
Practice Limitations of Empowerment | p. 274 |
Summary and Comment | p. 275 |
Evaluating Practice Processes and Outcomes | p. 277 |
Evaluation: An Integral Component of Practice Processes and Outcomes | p. 277 |
Why Evaluate Practice? | p. 277 |
Constraints in Evaluating Programs and Practices | p. 280 |
Evaluating Practice | p. 282 |
Evaluation as Part of Intervention | p. 282 |
Is Empirical Clinical Practice for You? | p. 286 |
Limitations of Single-Subject Design | p. 288 |
Professional Responsibility for the Practice of Evaluation | p. 288 |
Ethical Practice Imperatives | p. 290 |
Evaluating Programs | p. 290 |
Why Evaluate Programs? | p. 291 |
Summary and Comment | p. 294 |
Epilogue | p. 295 |
Parent Training | p. 297 |
Treatment Options in Cases of Child Abuse and Neglect | p. 309 |
Separation and Divorce: Helping Parents and Children Cope with the Aftermath | p. 312 |
Sources of Increased Self-Empowerment | p. 315 |
Bibliography | p. 317 |
Index | p. 334 |
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