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Coping Power: Child Group Program: Facilitator Guide PDF

289 Pages·2008·2.92 MB·English
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Coping Power editor-in-chief David H. Barlow, PhD scientific advisory board Anne Marie Albano, PhD Gillian Butler, PhD David M. Clark, PhD Edna B. Foa, PhD Paul J. Frick, PhD Jack M. Gorman, MD Programs That Work™ Kirk Heilbrun, PhD Robert J. McMahon, PhD Peter E. Nathan, PhD Christine Maguth Nezu, PhD Matthew K. Nock, PhD Paul Salkovskis, PhD Bonnie Spring, PhD Gail Steketee, PhD John R. Weisz, PhD G. Terence Wilson, PhD Coping Power CHILD GROUP PROGRAM F a c i l i t a t o r G u i d e John E. Lochman • Karen C. Wells • Lisa A. Lenhart 2008 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright ©2008by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data CIP data on file ISBN978-0-19-532787-8Paper 9 8 7 6 5 4 3 2 1 Printed in the United States of America on acid-free paper About ProgramsThatWork™ Stunning developments in healthcare have taken place over the last several years, but many of our widely accepted interventions and strate- gies in mental health and behavioral medicine have been brought into question by research evidence as not only lacking benefit, but perhaps, inducing harm. Other strategies have been proven effective using the best current standards of evidence, resulting in broad-based recommen- dations to make these practices more available to the public. Several recent developments are behind this revolution. First, we have arrived at a much deeper understanding of pathology, both psychological andphysical, which has led to the development of new, more precisely targeted interventions. Second, our increased understanding of devel- opmental issues allows a finer matching of interventions to develop- mental levels Third, our research methodologies have improved substantially, such that we have reduced threats to internal and external validity, making the outcomes more directly applicable to clinical situ- ations. Third, governments around the world and healthcare systems and policymakers have decided that the quality of care should improve, that it should be evidence based, and that it is in the public’s interest to ensure that this happens (Barlow, 2004; Institute of Medicine, 2001). Of course, the major stumbling block for clinicians everywhere is the accessibility of newly developed evidence-based psychological interven- tions. Workshops and books can go only so far in acquainting respon- sible and conscientious practitioners with the latest behavioral healthcare practices and their applicability to individual patients. This new series, Programs ThatWork™, is devoted to communicating these exciting new interventions to clinicians on the frontlines of practice. v The manuals and workbooks in this series contain step-by-step detailed procedures for assessing and treating specific problems and diagnoses. But this series also goes beyond the books and manuals by providing ancillary materials that will approximate the supervisory process in assisting practitioners in the implementation of these procedures in their practice. In our emerging healthcare system, the growing consensus is that evidence-based practice offers the most responsible course of action for the mental health professional. All behavioral healthcare clinicians deeply desire to provide the best possible care for their patients. In this series, our aim is to close the dissemination and information gap and make that possible. This facilitator guide is designed to be used by clinicians who are run- ning a children’s group for the Coping Power Program. Coping Power is a proven intervention aimed at teaching aggressive children how to recognize their feelings and display them appropriately without resort- ing to angry or violent behaviors. Over the course of two school years and 34weekly group meetings, middle school students meet and partic- ipate in activities, exercises, and role-plays that reinforce the themes of the program. Topics include the importance of setting and achieving goals, using problem-solving methods to resolve conflicts, and using self-statements, relaxation, and distraction techniques to cope with anger arousal. This comprehensive guide uses an easy to follow session-by-session format to systematically deliver the intervention to children. It provides the facilitator or group leader with detailed procedures for working with children, including sample dialogues, role-play exercises, group activities, and homework assignments. David H. Barlow, Editor-in-Chief, ProgramsThatWork™ Boston, Massachusetts vi Contents Chapter 1 Introductory Information for Child 1 Group Facilitators Chapter 2 Child Group Logistics 31 Coping Power Child Program: Year 1 Chapter 3 Session 1: Group Structure and Behavioral Goal Setting Procedure 53 Chapter 4 Session 2: Goal Setting – Part I 61 Chapter 5 Session 3: Goal Setting – Part II 67 Chapter 6 Session 4: Organizational and Study Skills 71 Chapter 7 Session 5: Awareness of Feelings and Physiological Arousal Related to Anger – Part I 79 Chapter 8 Session 6: Awareness of Feelings and Physiological Arousal Related to Anger – Part II 85 Chapter 9 Session 7: Anger and Self-Control 91 Chapter 10 Session 8: Using Self-Statements for AngerCoping – Part I 97 Chapter 11 Session 9: Using Self-Statements for Anger Coping – Part II 103 vii Chapter 12 Session 10: Using Self-Statements for Anger Coping – Part III 107 Chapter 13 Session 11: Relaxation and Overcoming Barriers to Self-Control 115 Chapter 14 Session 12: Perspective Taking – Part I 121 Chapter 15 Session 13: Perspective Taking – Part II 127 Chapter 16 Session 14: Perspective Taking – Part III 135 Chapter 17 Session 15: Perspective Taking and Problem Solving 143 Chapter 18 Session 16: Social Problem Solving – Part I 151 Chapter 19 Session 17: Social Problem Solving – Part II 157 Chapter 20 Session 18: Social Problem Solving – Part III 163 Chapter 21 Session 19: Social Problem Solving – Part IV 169 Chapter 22 Session 20: Group Creates Videotape – Part I 175 Chapter 23 Session 21: Group Creates Videotape – Part II 181 Chapter 24 Session 22: Group Creates Videotape – Part III 185 Coping Power Program: Year 2 Chapter 25 Session 23: Review From Previous Year 191 Chapter 26 Session 24: Organizational and Study Skills Review 197 Chapter 27 Session 25: Application of Social Problem Solving to Teacher Conflict 203 Chapter 28 Session 26: Application of Social Problem Solving to Both Making Friends and Being Friends With Others 209 viii Chapter 29 Session 27: Application of Social Problem Solving to Group Entry and Negotiation With Peers 215 Chapter 30 Session 28: Sibling Conflict and Problem Solving 221 Chapter 31 Session 29: Application of Social Problem Solving to Peer Pressure 227 Chapter 32 Session 30: Refusal Skills 233 Chapter 33 Session 31: Problem Solving About Neighborhood Problems, Deviant Peer Groups, and Centrality of Group Membership 239 Chapter 34 Session 32: Group Creates Peer Pressure Poster 247 Chapter 35 Session 33: Positive Quality Development and Peer Relationships 251 Chapter 36 Session 34: Review and Termination of the Coping Power Program 255 Chapter 37 End of the Year Party 261 References 263 About the Authors 277 ix

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