Group Therapy with Troubled Youth: A Cognitive-Behavioral Interactive ApproachSAGE Publications, 1998 M01 14 - 499 páginas A valuable reference guide, "Group Therapy with Troubled Youth" offers practical strategies for treating adolescents in a variety of group settings. As a unique feature of this book, author Sheldon Rose incorporates cognitive, behavioral, and social resources along with small-group theory into one model. He presents a general overview of group work and related issues and then leads the reader directly into assessment, intervention, and treatment. The book closes with specific applications, as well as chapters on training and research issues. Throughout the book, the author addresses such questions as how to deal with disruptive youth in a group session, how to use the group itself to develop home tasks that are completed, how to increase the attraction of the group, how to formulate goals so they can be achieved, how to employ a range of procedures in the group to achieve these goals, how to involve youth in their own therapy, how to assist youth in helping others in the group, and how to coordinate family therapy and group therapy. "Group Therapy with Troubled Youth" includes case studies, as well as short exercises with applications to practice. It covers current key topics such as anger management, negotiation, using the social support network, integrating group and family therapy, and training for therapy. As such, it will be extremely useful to professionals practicing in the fields of social work, group work, counseling and clinical psychology, and multicultural counseling. |
Dentro del libro
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Página 285
... person and opportunities for practice for the others , who often share the same cognitive distortions . The therapist uses the round - robin technique , shifting the " scene setter " and the " target person " each time . It is also ...
... person and opportunities for practice for the others , who often share the same cognitive distortions . The therapist uses the round - robin technique , shifting the " scene setter " and the " target person " each time . It is also ...
Página 315
... person should plan to complete the task with adequate time remaining before presenting his or her work to the group . In this way , the target person allows for last - minute exigencies . 4. The target person should select a task that ...
... person should plan to complete the task with adequate time remaining before presenting his or her work to the group . In this way , the target person allows for last - minute exigencies . 4. The target person should select a task that ...
Página 343
... person in line on each team begins to carry out a designated activity while progressing to and returning from a designated destination . When the first person on the team returns , he or she tags the second team member , who repeats the ...
... person in line on each team begins to carry out a designated activity while progressing to and returning from a designated destination . When the first person on the team returns , he or she tags the second team member , who repeats the ...
Contenido
An Overview | 3 |
Preparation for Group Therapy | 46 |
Orientation Cohesion | 65 |
Derechos de autor | |
Otras 21 secciones no mostradas
Otras ediciones - Ver todas
Group Therapy with Troubled Youth: A Cognitive-Behavioral Interactive Approach Sheldon D. Rose Sin vista previa disponible - 1998 |
Términos y frases comunes
achievement activities adolescents African American anger anger management asked assessment behavioral rehearsal board game brainstorming CBIGT Chapter client coach cognitive cognitive distortions cognitive restructuring cognitive-behavioral cohesion consequences coping statements critical Cynthia demonstrated described developed discussed effective emotional enhance evaluate example exercise experience extragroup tasks feedback feel formulated given group goals group members group problems group process group session Group Task group therapist homework identify increase Individual Task interaction intervention interview involved learned Meichenbaum monitor negotiation norms observations occur Okay opportunity orientation parents participants peers performance phase possible practice presented problem situations problem solving procedures real world rehearsal reinforcement relaxation responses role play self-disclosure self-instruction situational goals social network social skill someone specific steps strategies stress subgroups talk target person teacher teaching therapy group thinking errors thought tion tokens treatment goals usually week youth
Referencias a este libro
Group Work with Adolescents: Principles and Practice Andrew Malekoff Sin vista previa disponible - 2004 |