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
Resultados 1-3 de 76
Página 267
... statements is defined and illustrated . The following are examples of self - defeating cognitions commonly made by youth in their everyday interaction with others ( see Belsher & Wilkes , 1994 , for more detailed examples commonly used ...
... statements is defined and illustrated . The following are examples of self - defeating cognitions commonly made by youth in their everyday interaction with others ( see Belsher & Wilkes , 1994 , for more detailed examples commonly used ...
Página 274
... statements and self - instructional statements that help solve a given situation one step at a time . Usually self - enhancing or coping statements do not stimulate strong negative emotions and may even reduce them because they suggest ...
... statements and self - instructional statements that help solve a given situation one step at a time . Usually self - enhancing or coping statements do not stimulate strong negative emotions and may even reduce them because they suggest ...
Página 453
... statements commonly used in such situations . In the second category are statements reminding oneself of the conse- quences of aggressive behavior . The client might learn to make use of " if - then " statements , such as " If I lose it ...
... statements commonly used in such situations . In the second category are statements reminding oneself of the conse- quences of aggressive behavior . The client might learn to make use of " if - then " statements , such as " If I lose it ...
Contenido
An Overview | 3 |
Preparation for Group Therapy | 46 |
Orientation Cohesion | 65 |
Derechos de autor | |
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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 |