Parent Preparation for Treatment: Goals, Targets, and Initial Plans

2017 ◽  
pp. 53-60
Author(s):  
David J. Kolko ◽  
Eric M. Vernberg
Keyword(s):  
Treatment Program ◽  
Treatment Goals ◽  
Family Strengths ◽  
Family Stressors

Chapter 5 specifically addresses working with the parent(s) concerning their child and fire, by: describing the purpose of the treatment (to reduce the risk of firesetting), discussing the parent’s treatment goals, and providing information about the treatment program. It explores ways to: Identify child and family strengths, Understand child and family stressors; and Learn about the parent’s use of monitoring, supervision, and discipline. The chapter includes discussion of how the parent reacts to stress, and includes encouraging the parent to relax. It discusses some common behaviors associated with firesetting and possible strategies for managing them, and explores the area of consequences to target these behaviors. The chapter makes use of forms (available in appendix c), which help educate the parent and elucidate information for the practioner.

Continuing Progress into the Future

2021 ◽  
pp. 221-234
Author(s):  
Heather Thompson-Brenner ◽  
Melanie Smith ◽  
Gayle Brooks ◽  
Dee Ross Franklin ◽  
Hallie Espel-Huynh ◽  
...  
Keyword(s):  
Coping Strategy ◽  
Treatment Program ◽  
Relapse Prevention ◽  
Initial Treatment ◽  
Treatment Goals ◽  
Final Session ◽  
Practice Plan ◽  
The Moment ◽  
The Way

This final session looks at relapse prevention. Clients begin by reviewing the important takeaways from this treatment program, such as (1) all emotions provide information that can motivate us to take action in helpful ways; (2) staying present in the moment and taking a nonjudgmental view of our emotions can help to prevent emotions from increasing in intensity; (3) the way we think about a situation influences how we feel, and how we feel affects the way we interpret a situation; and (4) although avoiding uncomfortable emotion experiences can work well in the short term, it isn’t an effective long-term coping strategy. Clients then evaluate their progress, revisit their initial treatment goals, and develop a practice plan.

Session 10: How Can Parents Help? Second Parent/Adolescent Session

2020 ◽  
pp. 127-134
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Parent Involvement ◽  
Treatment Program ◽  
Reward System ◽  
Joint Meeting ◽  
Treatment Goals

This chapter discusses the second parent/adolescent session. In this session, a joint meeting is held with the adolescent client and their parent or parents. The main goal of this session is to discuss how the treatment program is going, revisit treatment goals set at the beginning of treatment, and talk about how things are going with the level of parent involvement and the reward system that was developed (if applicable). The chapter also includes information about how to set reasonable expectations for future improvements and continuing to use the skills learned after the treatment program has ended.

Moving UP from Here

2017 ◽  
pp. 149-160
Author(s):  
David H. Barlow ◽  
Shannon Sauer-Zavala ◽  
Todd J. Farchione ◽  
Heather Murray Latin ◽  
Kristen K. Ellard ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Treatment Program ◽  
Treatment Goals ◽  
Emotional Experiences ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Practice Plan ◽  
The Moment ◽  
The Way

Chapter 13 of Unified Protocol for Transdiagnostic Treatment of Emotional Disorders: Workbook reviews the treatment program. (1) All emotions, even the ones that feel negative or uncomfortable, provide important information that can motivate us to take action in helpful ways. (2) Staying present in the moment and taking a nonjudgmental view of emotions can help to prevent emotions from increasing in intensity. The way we think about a situation influences how we feel, and how we feel affects the way we interpret a situation. (3) Although avoiding uncomfortable emotional experiences can work well in the short-term, it isn’t an effective long-term coping strategy. The chapter helps us to evaluate our progress and revisit our treatment goals. The most effective way to maintain progress and to keep improving is to continue to practice the skills learned in this program, and therefore a practice plan is developed in this last chapter.

Therapist Materials for Continuing Progress into the Future

2021 ◽  
pp. 253-258
Author(s):  
Heather Thompson-Brenner ◽  
Melanie Smith ◽  
Gayle Brooks ◽  
Rebecca Berman ◽  
Angela Kaloudis ◽  
...  
Keyword(s):  
Treatment Program ◽  
Action Plan ◽  
Treatment Goals ◽  
Quick Method ◽  
Key Concepts ◽  
The Future ◽  
Practice Plan ◽  
Emotion Skills ◽  
Taking Action ◽  
Client Progress

The main point of this final session is to review key concepts from this treatment program and to help the client prepare for what comes next. This session looks at relapse prevention and reviews the important takeaway messages of the program. Clients learn a quick method of applying skills when taking action in the future by reviewing an emotion skills action plan and creating their own practice plan. Clients and therapist evaluate client progress and revisit client treatment goals created at the beginning of treatment. Studies on this treatment have shown that clients continue to see additional improvements in their symptoms for up to a full year after completion.

Session 10: How Can Parents Help? Second Parent/Adolescent Session

2020 ◽  
pp. 103-108
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Parent Involvement ◽  
Treatment Program ◽  
Reward System ◽  
Joint Meeting ◽  
Treatment Goals

This chapter discusses the second parent/adolescent session. In this session, a joint meeting is held with the adolescent client and their parent or parents. The main goal of this session is to discuss how the treatment program is going, revisit treatment goals set at the beginning of treatment, and talk about how things are going with the level of parent involvement and the reward system that was developed (if applicable). The chapter also includes information about how to set reasonable expectations for future improvements and how to continue to use the learned skills after the treatment program has ended.

Family Therapy with Adolescent Drug Abusers: A Review

1978 ◽  
Vol 8 (4) ◽  
pp. 337-343 ◽  
Author(s):  
Richard C. Baither
Keyword(s):  
Family Therapy ◽  
Treatment Program ◽  
Family Life ◽  
Systematic Approach ◽  
Treatment Process ◽  
Current Status ◽  
Drug Abusers ◽  
Treatment Goals ◽  
Review Of Literature ◽  
The Family

The purpose of this paper is to present a brief review of literature concerning the current status of family therapy in the treatment of drug abusing adolescents. The method of approach was to survey and summarize findings and statements found in the literature. The paper includes six topical areas: Why Treat the Family, Family Life of the Abuser, Approaches to Treatment, The Treatment Process, Treatment Goals, and The Treatment Program. A brief concluding statement is included expressing the need for a systematic approach to therapy.

Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

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