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Overview

Help your adolescent clients develop the skills they need to work through their problems

The Adolescent Psychotherapy Homework Planner II provides you with an array of ready-to-use, between-session assignments designed to fit virtually every therapeutic mode.

This easy-to-use sourcebook features:

  • 72 ready-to-copy exercises covering the most common issues encountered by adolescent clients
  • A quick-reference format-the interactive assignments are grouped by behavioral problem, such as anger management, blended family conflicts, low self-esteem, chemical dependence, eating disorders, sexual acting out, adoption issues, and more
  • Assignments that are cross-referenced to The Adolescent Psychotherapy Treatment Planner, Third Edition—so you can quickly identify the right exercise for a given situation or behavioral problem
  • A CD-ROM that contains all the exercises in a word-processing format—allowing you to customize them to suit you and your clients' unique styles and needs
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Product Details

  • ISBN-13: 9780471274933
  • Publisher: Wiley
  • Publication date: 7/25/2003
  • Series: PracticePlanners Series , #151
  • Edition description: Includes CDROM
  • Edition number: 1
  • Pages: 352
  • Product dimensions: 8.76 (w) x 11.10 (h) x 1.03 (d)

Meet the Author

ARTHUR E. JONGSMA, Jr., PhD, is Series Editor for the bestselling PracticePlanners®. He is also the founder and Director of Psychological Consultants, a group private practice in Grand Rapids, Michigan.

L. MARK PETERSON, ACSW, is Program Manager for Bethany Christian Service’s Residential Treatment and Family Counseling programs in Grand Rapids, Michigan. He is coauthor of the bestselling book, The Complete Adult Psychotherapy Treatment Planner.

WILLIAM P. McINNIS, PsyD, is in private practice with Psychological Consultants in Grand Rapids, Michigan, and is the coauthor of The Child Psychotherapy Treatment Planner, Second Edition.

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Read an Excerpt


Adolescent Psychotherapy Homework Planner II (w/CD-ROM)



By Arthur E. Jongsma, Jr. L. Mark Peterson William P. McInnis


John Wiley & Sons


Copyright © 2003

Arthur E. Jongsma, Jr. L. Mark Peterson William P. McInnis
All right reserved.



ISBN: 0-471-27493-3



Chapter One


Section I

ACADEMIC UNDERACHIEVEMENT

ATTITUDES ABOUT HOMEWORK


GOALS OF THE EXERCISE

1. Assess the family dynamics or stressors that contribute to the client's resistance to
completing homework assignments.

2. Reduce the frequency of arguments and degree of emotional intensity between client
and parents over the issue of homework.

3. Assist in developing a plan to increase the frequency of completion of homework
assignments.

4. Complete homework assignments on a regular, consistent basis.


ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

Attention-Deficit/Hyperactivity Disorder (ADHD)

Oppositional Defiant


SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

This exercise is designed for adolescent clients who have frequent arguments with their
parents and/or have difficulty completing their homework. The purpose of the exercise is
to assess family dynamics surrounding the issue of homework. The parents and client are
both required toread three vignettes and respond to their respective questionnaires. The
therapist reviews their responses in the follow-up therapy sessions to formulate a plan
that will help the client to complete his/her homework more often, as well as reduce the
degree of emotional intensity surrounding this issue. Beware: The client who has difficulty
completing his/her school homework may very well have difficulty completing this
therapy homework assignment. The client's resistance to completing the homework assignment
may be processed either before or after the homework assignment is given.


ATTITUDES ABOUT HOMEWORK

Families differ widely over how they deal with the issue of homework. In some homes,
homework is an issue that precipitates heated arguments between parents and teenagers.
On the other hand, some teenagers experience very few problems with their parents about
homework. The following three case studies describe different family scenes focusing on
the issue of homework. As you read the case studies, consider how your family may be
similar to or different from the families described in dealing with homework issues. After
you finish reading the three case studies, please complete the appropriate questionnaire.


Family Scene I

"I don't have any homework," Jimmy Keller angrily told his father, "and I'm tired of you
always nagging me about it!"

Irritated, Mr. Keller replied, "Well, I wouldn't always have to check up on your
schoolwork if you would just be responsible and do it. I got a call from Mr. Smith, your
math teacher, and he says you have four incomplete assignments. What's up with that?"

"Nothing's up with that," Jimmy responded in exasperation. "I've already turned
them in. I did them in ..."

Mr. Keller cut his son off, "You told me that when I got a call from your science
teacher. Then I went to conferences and found out that you hadn't turned several
assignments in. How can I trust you?" The argument continued for a few more minutes
before Mr. Keller threw up his arms in frustration and said, "I give up!"

Jimmy stormed to his room, too angry to even try to do his homework. He called a
friend instead.


Family Scene II

"Mom, it's just a rough draft. It's not the final copy. I just wanted to know whether you
thought my ideas sounded good," Kimberly expressed in frustration. "You don't have to
be so critical about the spelling and punctuation errors. I'll correct those later on the
computer."

Pat, Kimberly's mother, said, "You don't have to be so defensive. I'm just trying to
help save you time by pointing out the mistakes now. Besides, you don't always recheck
your essays for spelling errors."

Kimberly rolled her eyes and thought to herself, "Why did I even bring the essay to
her? She's always so picky about the smallest mistakes."

Sensing her daughter's irritation, Pat told her, "Don't roll your eyes at me. I wouldn't
have to be so picky if you would just learn to recheck your work."

"Fine," Kimberly said, gritting her teeth. "Just give me the paper and I'll make the
corrections." Kimberly snatched the paper from her mother's hand and walked out of the
room.


Family Scene III

Eric's mother came into the kitchen carrying two bags of groceries. She said, "Oh, hi,
Eric. I see you've already gotten a jump on your homework. Good for you."

Eric smiled and said, "Yeah, I wanted to get it done before the basketball game
tonight. Michael called and asked if I wanted to go to the game with him. Is that okay?"

Eric's mother said, "Sure, if you get your homework done, you can go. And I want
you to know that I appreciate it so much that you are taking responsibility for getting
your homework done without me having to hassle you constantly. You're a neat kid."
Eric completed his homework and called his friend, Michael, to get a ride to the game.


ATTITUDES ABOUT HOMEWORK

CLIENT QUESTIONNAIRE

1. How would you describe a common scene in your home over the issue of homework?
How is your family situation either similar to or different from the family scenes
described?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Similar:____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Different:__________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Describe your typical attitude about doing homework.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. How would your parents describe your attitude about getting your homework done?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. What role have your parents taken with your homework?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. If you were free to say anything to your parents about their attitude about your doing
homework, what would it be?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

6. If there is tension in your home about this issue, what can you do to help decrease the
tension?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

7. What do you think your parents can do to help decrease the tension?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

8. What changes can you make that would help you complete your homework regularly?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

9. What things can your parents do to help you regularly complete your homework?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Be sure to bring this homework to your next session with your therapist, and be prepared
to talk about your thoughts and feelings about this exercise.


ATTITUDES ABOUT HOMEWORK


PARENT QUESTIONNAIRE

1. How would you describe a common scene in your home over the issue of homework?
How is your family situation either similar to or different from the family scenes
described?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Similar: ___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Different:__________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. How would you describe your son's/daughter's attitude about doing his/her homework?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Describe your attitude regarding your son/daughter completing his/her homework.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. How would your son/daughter describe your attitude about him/her doing homework?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. What role have you taken in regard to your son/daughter doing homework?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

6. If you were free to say anything to your son/daughter about their attitude toward
completing homework, what would it be?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

7. What changes can your son/daughter make to complete his/her homework regularly?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

8. What changes can you make to help your son/daughter complete his/her homework
regularly?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Be sure to bring this homework to your next session with your therapist, and be prepared
to talk about your thoughts and feelings about this exercise.


IDENTIFY STEPS TO IMPROVE SCHOOL
PERFORMANCE


GOALS OF THE EXERCISE

1. Formulate positive, specific goals regarding school performance.

2. Identify the steps needed to improve school performance or achieve goals.

3. Develop a list of resource people within or outside of the school setting who can be
turned to for support, assistance, or instruction for learning problems.

4. Establish a regular routine that allows time to complete homework or fulfill school
responsibilities, while also meeting emotional/social needs.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

ADHD

Conduct Disorder

Depression

Mental Retardation

Oppositional Defiant

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

This exercise serves several purposes. First, the client and parents are asked to formulate
specific goals regarding his/her school performance. The client and parents are also required
to think about what positive steps can be taken to achieve the identified goals. The
exercise may be useful for uncovering factors that interfere with the client's school performance.
The exercise should be assigned during the early stages of treatment. The
therapist may also choose to complete the form with the client and his/her parents in the
initial clinical interview. Another option is to mail the forms to the client and parents before
they come in for the first interview if it is known that the presenting problem centers
around the client's academic underachievement or learning problems. This will help the
client and parents begin to think about what changes need to occur before they even arrive
for the first therapy session.


IDENTIFY STEPS TO IMPROVE SCHOOL
PERFORMANCE


CLIENT FORM

Please answer the following questions about your school performance. Your responses
can help your therapist and you develop an action plan to improve your school
performance.

1. What are your goals or expectations regarding what grades you will receive in each
course you are taking?

2.

Continues...




Excerpted from Adolescent Psychotherapy Homework Planner II (w/CD-ROM)
by Arthur E. Jongsma, Jr. L. Mark Peterson William P. McInnis
Copyright © 2003 by Arthur E. Jongsma, Jr. L. Mark Peterson William P. McInnis.
Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Table of Contents

PracticePlanners® Series Preface.

Introduction.

SECTION I—Academic Underachievement.

Exercise I.A: Attitudes about Homework.

Exercise I.B: Identify Steps to Improve School Performance.

SECTION II—Adoption.

Exercise II.A: Beginning a Search for Birth Parents.

Exercise II.B: Considering a Search for Birth Parents.

Exercise II.C: My Child's Search for Birth Parents.

SECTION III—Anger Management.

Exercise III.A: Anger Checklist.

Exercise III.B: Recognize the Early Signs of Anger.

SECTION IV—Anxiety.

Exercise IV.A: Tools for Anxiety.

Exercise IV.B: What Makes Me Anxious.

SECTION V—Attention-Deficit/Hyperactivity Disorder (ADHD).

Exercise V.A: Channel Your Energy in a Positive Direction.

Exercise V.B: Evaluating Medication Effects.

Exercise V.C: Frustrating Symptoms of ADHD.

SECTION VI—Autism/Pervasive Developmental Disorder.

Exercise VI.A: Moving toward Independence.

Exercise VI.B: Progress: Past, Present, and Future.

SECTION VII—Blended Family.

Exercise VII.A: Assessing the Fami ly-Present and Future.

Exercise VII.B: Interaction as a Family.

SECTION VIII—Chemical Dependence.

Exercise VIII.A: Saying Goodbye to My Drug.

Exercise VIII.B: The Many Changes Necessary for Recovery.

Section IX—Conduct Disorder/Delinquency.

Exercise IX.A: Catch Your Teen Being Responsible.

Exercise IX.B: How My Behavior Hurts Others.

Exercise IX.C: Letter to Absent or Uninvolved Parent.

Section X—Depression.

Exercise X.A: Home, School, and Community Activities I Enjoyed.

Exercise X.B: Overcoming Helplessness and Hopelessness.

Section XI—Divorce Reaction.

Exercise XI.A: Impact of Parents' Separation/Divorce.

Exercise XI.B: My Thoughts, Feelings, and Beliefs about Divorce.

Exercise XI.C: Stop the Fighting.

Section XII—Eating Disorder.

Exercise XII.A: Body Image.

Exercise XII.B: Plan and Eat a Meal.

Section XIII—Grief/Loss Unresolved.

Exercise XIII.A: Honoring the Anniversary of the Loss.

Exercise XIII.B: Memorial Collage.

Exercise XIII.C: Moving Closer to Resolution.

Section XIV—Low Self-Esteem.

Exercise XIV.A: Maintaining Your Self-Esteem.

Exercise XIV.B: Recognizing Your Abilities, Traits, and Accomplishments.

Section XV—Mania/Hypomania.

Exercise XV.A: Medication Resistance.

Exercise XV.B: Mood Disorders Symptom List.

Section XVI—Medical Condition.

Exercise XVI.A: Attitudes about Medication or Medical Treatment.

Exercise XVI.B: Coping with Your Illness.

Section XVII—Mental Retardation.

Exercise XVII.A: Hopes and Dreams for Your Child.

Exercise XVII.B: Supportive Services for Your Child.

Section XVIII—Negative Peer Influences.

Exercise XVIII.A: Reasons for Negative Peer Group Involvement.

Exercise XVIII.B: Resist Negative Peer Group Influences.

Section XIX—Oppositional Defiant Disorder.

Exercise XIX.A: Changing School Rules.

Exercise XIX.B: Cooperative Activity.

Section XX—Parenting.

Exercise XX.A: Parenting Report Card.

Exercise XX.B: Parents Understand the Roots of Their Parenting Methods.

Section XXI—Peer/Sibling Conflict.

Exercise XXI.A: How Parents Respond to Sibling Rivalry.

Exercise XXI.B: Why I Fight with My Peers.

Section XXII—Physical/Emotional Abuse Victim.

Exercise XXII.A: Identify the Nature of the Abuse.

Exercise XXII.B: Self-Esteem Before, During, and After Abuse.

Section XXIII—Posttraumatic Stress Disorder (PTSD).

Exercise XXIII.A: Describe Your PTSD Symptoms.

Exercise XXIII.B: Describe the Trauma and Your Feelings.

Section XXIV—Psychoticism.

Exercise XXIV.A: Describe Your Hallucinations.

Exercise XXIV.B: My Irrational Thoughts.

Section XXV—Runaway.

Exercise XXV.A: Another Place to Live.

Exercise XXV.B: Describe Life on the Run.

Section XXVI—School Violence.

Exercise XXVI.A: Plan and Evaluate a Family Activity.

Exercise XXVI.B: Reasons for Rage.

Section XXVII—Sexual Abuse Perpetrator.

Exercise XXVII.A: Celebrity Style Interview.

Exercise XXVII.B: Evaluating My Treatment Progress.

Section XXVIII—Sexual Abuse Victim.

Exercise XXVIII.A: Denial within the Family.

Exercise XXVIII.B: Negative Effects of the Abuse.

Exercise XXVIII.C: Perpetrator Apology to the Victim.

Section XXIX—Sexual Acting Out.

Exercise XXIX.A: Pros and Cons of Having Sex.

Exercise XXIX.B: Relationship between Sex and Emotional Needs.

Section XXX—Sexual Identity Confusion.

Exercise XXX.A: Disclosing Homosexual Orientation.

Exercise XXX.B: Which Gender Attracts You?

Section XXXI—Social Phobia/Shyness.

Exercise XXXI.A: Develop Conversational Skills.

Exercise XXXI.B: Observe Positive Social Behaviors.

Section XXXII—Specific Phobia.

Exercise XXXII.A: Finding a Strategy to Minimize My Fear.

Exercise XXXII.B: Parent's Response to Child's Phobia.

Section XXXIII—Suicidal Ideation.

Exercise XXXIII.A: Painful Effects of Suicide.

Exercise XXXIII.B: Past and Present Hurt-Hope for the Future.

Appendix: Alternate Assignments for Presenting Problems.

About the CD-ROM.

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