| |
| |
| Foreword | |
| |
| |
| Preface | |
| |
| |
| Purpose and Organization of this Manual | |
| |
| |
| A Self-Contained Guide for the Clinician | |
| |
| |
| Training Socially Valid Behaviors | |
| |
| |
| Maintaining Treatment Integrity | |
| |
| |
| Organization of this Manual | |
| |
| |
| Related Resources | |
| |
| |
| |
| Background | |
| |
| |
| |
| Reasons to Treat Peer Relationship Problems | |
| |
| |
| |
| Assessment of Outcomes | |
| |
| |
| Types of Outcome Assessment | |
| |
| |
| |
| Types of Children's Social Skills Treatment | |
| |
| |
| Individual Treatment to Enhance Friendships | |
| |
| |
| Peer Pairing | |
| |
| |
| Parent Involvement in Social Skills Acquisition | |
| |
| |
| |
| Common Diagnosis of Children Obtaining Training | |
| |
| |
| Attention Deficit/Hyperactivity Disorder (ADHD) | |
| |
| |
| Oppositional Defiant Disorder (ODD) | |
| |
| |
| Autism Spectrum Disorders (ASD) | |
| |
| |
| |
| Research on the UCLA Children's Friendship Program | |
| |
| |
| |
| Preparing for Treatment | |
| |
| |
| |
| Screening | |
| |
| |
| Treatment Rationale | |
| |
| |
| How to Conduct Telephone Screening | |
| |
| |
| |
| Intake | |
| |
| |
| Treatment Rationale | |
| |
| |
| How to Conduct the Intake Interviews | |
| |
| |
| |
| Program Infrastructure | |
| |
| |
| Treatment Rationale | |
| |
| |
| How to Organize Sessions | |
| |
| |
| |
| Session Content | |
| |
| |
| |
| Introductory Session/Setting the Stage | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Categories of Peer Acceptance | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 1 | |
| |
| |
| Child Session Plan 1 | |
| |
| |
| |
| Handout, Assignments and Game Rules | |
| |
| |
| |
| Conversational Skills | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Conversational Problems | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 2 | |
| |
| |
| Child Session Plan 2 | |
| |
| |
| |
| Handout and Game Rules | |
| |
| |
| |
| "Slipping In"/Reputation/Using Community Resources | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Social Networks of Rejected Children | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 3 | |
| |
| |
| Child Session Plan 3 | |
| |
| |
| |
| Handout and Game Rules | |
| |
| |
| |
| Taking "No" for an Answer/Gender and Age Issues | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Joining Other Children at Play | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 4 | |
| |
| |
| Child Session Plan 4 | |
| |
| |
| |
| Handout and Game Rules | |
| |
| |
| |
| Rules of a Good Sport/Social Goals | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on the Influence of Social Goals | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 5 | |
| |
| |
| Child Session Plan 5 | |
| |
| |
| |
| Assignment and Game Rules | |
| |
| |
| |
| Rules of a Good Sport/Positive Statements | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Positive Statements and Peer Status | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 6 | |
| |
| |
| Child Session Plan 6 | |
| |
| |
| |
| Assignment and Game Rules | |
| |
| |
| |
| Making a Best Friend/Play Dates | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Play Date Processes | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 7 | |
| |
| |
| Child Session Plan 7 | |
| |
| |
| |
| Assignment | |
| |
| |
| |
| Resisting Teasing | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Teasing | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 8 | |
| |
| |
| Child Session Plan 8 | |
| |
| |
| |
| Handout | |
| |
| |
| |
| Respect Toward Adults | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Components of Disruption | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 9 | |
| |
| |
| Child Session Plan 9 | |
| |
| |
| |
| Handout | |
| |
| |
| |
| Managing Competition/Gender Differences | |
| |
| |
| Treatment Rationale | |
| |
| |
| Research on Gender Differences | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 10 | |
| |
| |
| Child Session Plan 10 | |
| |
| |
| |
| Handout and Game Rules | |
| |
| |
| |
| Avoiding Physical Fights | |
| |
| |
| Treatment Rationale | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 11 | |
| |
| |
| Child Session Plan 11 | |
| |
| |
| |
| Handout, Assignment and Game Rules | |
| |
| |
| |
| Graduation | |
| |
| |
| Treatment Rationale | |
| |
| |
| How to Conduct the Session | |
| |
| |
| Parent Session Plan 12 | |
| |
| |
| Child Session Plan 12 | |
| |
| |
| |
| Handout | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| List of Tables | |
| |
| |
| |
| Telephone Screening Form | |
| |
| |
| |
| Biographical Form | |
| |
| |
| |
| Child Mental Examination Template | |
| |
| |
| |
| Summary Guidelines for Working with Parents | |
| |
| |
| |
| Summary Guidelines for Working with Children | |
| |
| |
| |
| Overview of Parent and Child Sessions | |
| |
| |
| |
| Materials List for All Sessions | |
| |
| |
| |
| Children Telling Stories and How Group Leaders Should Handle Them | |
| |
| |
| |
| Using a Socratic Method in the Child Sessions | |
| |
| |
| |
| Delivering Tokens--Child Sessions 5, 6, 10, 11 | |