By Doula Nicolson
First released in 1997, this booklet has been up-to-date and revised to deliver it in accordance with new laws and present matters. it really is an eclectic reference e-book on adolescent emotional and behavioural difficulties, masking a variety of mental theories and techniques in a readable kind. the speculation provided is tied in with functional software utilizing illustrative case reports and there are time-saving interview sheets and different fabric for teachers/counsellors to exploit.
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Extra resources for Adolescent Problems
Social skills can be taught through direct instruction, problem-solving, modelling, role play and rehearsal. 8. Assertiveness training: the aim of this form of training is to help individuals to stand up for their rights in an appropriate way without infringing the rights of others. A behavioural type of assessment is undertaken which can include a behavioural interview, self-report, self-monitoring, behavioural observation and role play. This training can take place individually or in groups; however, training in groups appears more effective.
Finally, they are asked to see if they can arrive at alternative beliefs or explanations and to subject these to empirical tests. Self-instructional training (Meichenbaum, 1977) This approach is based on Ellis’s rational-emotive theory that children develop control over their behaviour through internal speech and symbolic control. This approach incorporates both cognitive modelling and cognitive-behavioural rehearsal. This form of training requires an appropriate role model to model specific, positive self-statements which the adolescent then in turn models and rehearses.
G. home, school and college. The aim is to reveal a pattern of behaviour, what events lead up to it (antecedents) and what events follow it (consequences), an ABC or functional analysis. By arriving at a representative sample of the behaviour in terms of its frequency and duration, it is possible to determine a baseline. This baseline can provide a means of comparing behaviour at the beginning of an intervention with the behaviour at the end of an intervention, enabling one to see whether there has been any improvement in behaviour.
Adolescent Problems by Doula Nicolson