Helping Families with Troubled Children: A Preventive Approach / Edition 2

Helping Families with Troubled Children: A Preventive Approach / Edition 2

by Carole Sutton
     
 

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ISBN-10: 0470015500

ISBN-13: 9780470015506

Pub. Date: 07/11/2006

Publisher: Wiley

The growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity.

In Helping Families with Troubled

Overview

The growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity.

In Helping Families with Troubled Children, Carole Sutton stresses the importance of working with families before difficult behaviour becomes entrenched and resistant to intervention. This preventive work should take place from pregnancy onwards.

Drawing on social learning theory and cognitive behavioural principles, Sutton provides a structured approach to intervention (ASPIRE – Assessment, Planning, Implementation, Review and Evaluation). This approach will guide practitioners to work supportively with parents.

This second edition has been updated with the latest research findings in a number of areas of children’s difficulties. There are specific chapters on sleep problems, anxiety and depression, eating problems, wetting and soiling, serious behaviour problems and ADHD.

Product Details

ISBN-13:
9780470015506
Publisher:
Wiley
Publication date:
07/11/2006
Edition description:
REV
Pages:
338
Product dimensions:
5.98(w) x 9.06(h) x 0.73(d)

Table of Contents


Tables and Figures     xiii
About the Author     xvii
Acknowledgements     xviii
Introduction     1
...So the grounds for concern are still serious     1
The beginnings of a focus upon prevention     1
Some common themes emerging from the research     3
Dissemination of the necessary skills     7
Some General Principles for Helping Families     9
Research Concerning Troubled Children     11
The needs of children     11
The nature of children's difficulties: risk and protective factors     13
The effectiveness of interventions to help children     27
Social Learning/Cognitive-behavioural Theory     33
Ways of thinking about human beings     33
A range of perspectives on human beings     36
Exploring principles of cognitive-behavioural theory     45
Making use of principles of cognitive-behavioural theory     54
Summary of some key principles of cognitive-behavioural theory     67
Engaging and Supporting Parents and Families     68
Children within a statutory and organisational context     68
How can we best support families?     69
Developing awareness of cultural issues     74
Developing a positive focus     77
Practice issues: the importance of structure     79
Interagency work     81
Methods of giving help: evidence from research     82
ASPIRE - Assessment     84
ASPIRE: a process for practice     84
What is assessment?     85
The steps of assessment - and beyond     90
ASPIRE: Planning, Implementation, Review and Evaluation     105
The stage of planning - with parents or caregivers     105
Implementing the plan     119
Reviewing and evaluating the plan     123
Helping Families with Specific Difficulties     129
Helping Families with Children Who are Anxious or Depressed     131
Definition of emotional disorders     131
Prevalence of emotional difficulties in children     131
Research into children and anxiety     133
Helping families with anxious children     136
Research into children and depression     148
Helping families with depressed children     151
Helping Families with Children's Sleeping Problems     158
Definition of sleeping disorder     158
The prevalence of sleeping/waking difficulties      159
Research into the origins of bedtime and waking problems     161
Research into the management of bedtime and sleep problems     166
Helping families whose children have bedtime/waking problems     170
Helping Families with Children with Eating Problems     180
Problems of definition     180
Prevalence of eating/feeding problems     181
Research into the origins of feeding/eating problems     182
Research into the management of eating difficulties     185
Helping families with children with eating difficulties     189
Helping Families with Children with Serious Behaviour Problems     198
Difficulties of arriving at definitions     198
Prevalence of and continuities in conduct disorders     199
Research into the origins of conduct disorders     202
Research into intervention in conduct disorders     206
Helping parents with children with serious behaviour problems     209
Helping Families with Children with Attention Deficit Hyperactivity Disorder     224
Difficulties of arriving at definitions and diagnoses     224
Prevalence of ADHD     226
Research into ADHD     227
Research concerning the management of ADHD     228
Research focusing upon organisational strategies     231
Helping parents with children with features of ADHD     232
Helping Families whose Children Wet or Soil     244
Enuresis/bed wetting: definition and prevalence     244
Research concerning the origins of bed wetting     244
Research concerning the management of bed wetting     247
Help for families with children who wet the bed     247
Encopresis/soiling     254
Research into the origins of soiling     255
Research into the management of soiling     256
Help for families with children who soil     256
Parent Education and Training: Values and Research     263
The value base of the work: ethical issues     263
Support for families in a multicultural society     265
The content and process of effective programmes of parent training     266
Content and characteristics of effective parent education programmes     266
The process and practicalities of parent training     268
Devising agreements to support practice     270
Maintaining the improvement     275
Concluding remarks     276
Form for assessment of child behaviour difficulty     277
Form for recording 'life events' for the family and child     282
Form for obtaining ratings on the life events scale     283
Form for compiling summary of information relevant to assessment     285
Form for noting A-B-C sequences     286
Form for charting behaviours     287
Form for eight-week charting of positive and negative behaviours     288
Form for planning with parents     290
Parenting positively: some notes for parents     291
Weekly sleep chart     292
Guidelines for good practice of behavioural and cognitive psychotherapy     293
Form for framing an agreement between a worker and a client     298
Form for framing an agreement in one-to-one or family work     299
References     301
Index     315

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