The Parenting Skills Treatment Planner / Edition 1

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The Parenting Skills Treatment Planner provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal review agencies.

  • A critical tool for mental health professionals addressing today's complex family structures and the increased pressures on children and adolescents from school, peers, and the general culture
  • Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized treatment plans for parents and other caregivers
  • Organized around 31 main presenting problems with a focus on giving parents the skills they need to effectively help their children navigate contemporary issues such as the trauma associated with divorce, school pressures, and sexual abuse
  • Over 1,000 well-crafted, clear statements describe the behavioral manifestations of each relational problem, long-term goals, short-term objectives, and clinically tested treatment options
  • Easy-to-use reference format helps locate treatment plan components by behavioral problem or DSM-IVTR(TM) diagnosis
  • Includes a sample treatment plan that conforms to the requirements of most third-party payors and accrediting agencies (including HCFA, JCAHO, and NCQA)
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Product Details

  • ISBN-13: 9780471481836
  • Publisher: Wiley, John & Sons, Incorporated
  • Publication date: 11/28/2004
  • Series: PracticePlanners Series , #175
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 328
  • Sales rank: 423,430
  • Product dimensions: 7.07 (w) x 9.47 (h) x 0.80 (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.

Sarah Edison Knapp, MSW, CSW, is an independent consultant, certified school social worker, parent, and educational trainer on issues of discipline and self-esteem. She is the coauthor of The School Counseling and School Social Work Treatment Planner and Homework Planner.

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Read an Excerpt

The Parenting Skills Treatment Planner

By Sarah Edison Knapp

John Wiley & Sons

ISBN: 0-471-48183-1

Chapter One



1. Fail to provide the minimum care, supervision, emotional support, and nurturing required for normal childhood development.

2. Lack the emotional stability, cognitive ability, and/or knowledge base to perform appropriate parenting behaviors.

3. Report the generational cycle of abuse and neglect present in the parent's childhood.

4. Tolerate, condone, or ignore abuse, neglect, or maltreatment from the spouse or another caregiver.

5. Demands and expectations exceed the child's maturity and ability level.

6. Value, promote, and demand family secrecy and isolation.

7. Refuse to cooperate with the school, medical care facilities, private agencies, or child protection services that offer treatment programs for abused children and their families.

8. The child is the recipient of physical, sexual, or emotional aggression, resulting in injury or emotional trauma from a parent or caregiver.

9. The child incorporates aggressive and dysfunctional parental char-acteristics into own behavior patterns through internalization and modeling.

__. _______________________________________________________ _______________________________________________________ __. _______________________________________________________ _______________________________________________________ __._______________________________________________________ _______________________________________________________

LONG-TERM GOALS 1. Terminate all abusive treatment of the child.

2. Accept responsibility for the abusive treatment of the child, express remorse, and commit to using positive parenting strategies.

3. Adopt reasonable expectations for the child's behavior, abilities, and level of maturity. 4. Establish a compassionate, loving relationship with the child and establish appropriate parent/child boundaries.

5. Access social and mental health services for self, the child and other family members.

6. Reduce personal and family isolation and increase family, faith-based, and community support systems. __. _______________________________________________________ _______________________________________________________ __. _______________________________________________________ _______________________________________________________ __. _______________________________________________________ _______________________________________________________


1. Outline the family history 1. Explore the parent's perceptions and disclose all incidents and concerns about improper and circumstances involving treatment of the child and offer child mistreatment, neglect assurance that disclosure is the and/or sexual or physical first step in getting help to abuse. (1, 2, 3, 4) terminate the abuse.

2. Elicit a pledge from the parents to terminate all abuse immediately; establish a process to monitor the child's welfare.

3. Gather enough information to categorize the type of abuse and contact an investigative child protection agency if one is not already actively involved with the family.

4. Explore the family history with the parents to determine if chronic abuse or maltreatment is present or if the mistreatment of the child is an isolated incident.

2. Communicate with the child 5. Assist the parents in contacting protection agency and report the proper child protection all known facts and suspicions authorities and completing the of abuse. (5, 6, 7) required forms if they suspect abuse from another caregiver or support them to disclose their own involvement.

6. Instruct the parents to report any suspected abuse by another caregiver to the state authorized child protection services (CPS) agency or local police department and to keep notes on behaviors, physical marks, or other suspicious evidence in regard to the child.

7. Review with the parents the therapist's obligation regarding the reporting of child abuse and notify them that any information about mistreatment of the child will be communicated to the appropriate CPS agency as required by law.

3. Cooperate with the child 8. Encourage the parents to protection authorities to cooperate with the CPS case-workers ensure the termination of the during the investigative abuse and the safety and process; request that they permit emotional well-being of the an exchange of information child. (8, 9) between the CPS caseworker and their private therapist.

9. Help the parents and the child deal with the legal aspects associated with disclosure of the abuse by providing information about the process and acquiring legal assistance.

4. Cooperate with the legal 10. Instruct the parents to provide process and community background and personal agencies to acquire long or information to the CPS case-workers short-term living arrangements to facilitate placement for the child that are of their child in foster care, if safe and promote the development deemed necessary to protect the of love, trust, and child. healthy self-esteem. (10, 11, 12) 11. Assist the parents and the child in adjusting to the new living arrangements by addressing the adjustment issues and identifying the positive aspects of the child living in a healthy, abuse-free environment while the family prepares to reunite with the child.

12. Assign the parents to initiate immediate contact with the child's foster parents to plan for a smooth transition.

5. Share feelings about the 13. Advise the parents that disclosure abuse and dysfunctional of abusive behavior is family relationships. (13, 14) extremely difficult and painful for both them and the child; encourage the expression and processing of associated feelings.

14. Assign the parents to complete the "Our Family's Secret Story" activity from the Parenting Skills Homework Planner (Knapp) to portray their family's history of abuse.

6. Verbalize an awareness of 15. Assign parents to listen to the the problems created for the audiotape Helicopters, Drill child by overly punitive, Sergeants and Consultants (Fay) abusive, inappropriate, and to identify their own style of inconsistent parenting. parenting and recognize the (15, 16, 17) advantages of encouraging the child to problem-solve independently.

16. Brainstorm with the parents a list of problems created in the family by overly punitive parenting and discuss how these problems are manifested in their family.

17. Instruct the parents to identify and address areas where the child is using triangulation to divide and control the environment (e.g., creating conflict between family members).

7. Promote positive character 18. Assign the parents to read development through family stories from Where the Heart Is discussions, analyzing (Moorman) or Chicken Soup for literature and media the Soul (Canfield, Hansen, and examples, loving Kirberger) to stress family interactions, spiritual togetherness and the important training, and community role played by each family involvement. (18, 19, 20) member.

19. Encourage family viewing of television or video programs that are consistent with their family values and to hold discussions that allow each family member to react without criticism.

20. Discuss with the parents the significance of regular family attendance at the spiritual organization of their choice for character development, moral training, and family cohesion.

8. Establish appropriate parent/ 21. Assist the parents in differentiating child boundaries and differentiate parental and adult problems from between adult problems that belong to and should be problems and those that solved by the child. belong to the child. (21, 22, 23) 22. Guide the parents in using pro-active discipline strategies (e.g., I-statements, reasonable and logical consequences) to modify behavior that is creating a problem for them and supportive interventions (e.g., active listening, encouragement) to assist when the problem belongs to the child.

23. Encourage the parents to allow the child to seek solutions with guidance even if it requires some struggle and learning from mistakes; recommend that they listen to the child's problems with empathy and give assistance only when requested.

9. Arrange for the child to 24. Assign the parents to schedule begin individual counseling regular counseling appointments focusing on the emotional for the child to ensure psychological reactions to the abuse and support throughout the reconstructing feelings of abuse reporting, investigation, trust, love, support, and and intervention process. empowerment. (24, 25, 26)

25. Assign the parents to make a daily emotional assessment of how they and the child are coping with the ramifications of the abuse (or complete the Measuring Our Feelings' activity in the Parenting Skills Homework Planner by Knapp).

26. Assign the parents and child to meet weekly to review progress, note continuing concerns, and keep a written progress report to share with the child's private therapist.

10. Attend parent education 27. Refer the parents to a parenting classes and read parenting class (e.g., Systematic Training literature that teaches for Effective Parenting by techniques of positive Dinkmeyer and McKay) to help discipline. (27, 28) them replace abusive parent-child interactions with techniques of positive discipline.

28. Assign the parents to read literature about implementing strategies of positive discipline in their family (e.g., Kids Are Worth It! by Coloroso, Children: The Challenge by Dreikurs).


Excerpted from The Parenting Skills Treatment Planner by Sarah Edison Knapp 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.



Abusive Parenting.

Attention-Deficit/Hyperactivity Disorder (ADHD).

Attention-Seeking Behavior.

Blended Family.

Bonding/Attachment Issues.

Career Preparation.

Character Development.

Children with Physical Challenges.

Conduct Disorder/Delinquent Behavior.

Dependent Children/Overprotective Parent.



Eating Disorder.


Grandparenting Strategies.


Oppositional Defiant Disorder (ODD).

Peer Relationships/Influences.

Posttraumatic Stress Disorder (PTSD).

Poverty-Related Issues.

Prenatal Parenting Preparation.

School Adjustment Difficulties.

Sexual Responsibility.

Sibling Rivalry.

Single Parenting.

Spousal Role and Relationship Conflict.

Strategies for Preschoolers (Age Birth to Six).

Strategies for Children (Age 7 to 12).

Strategies for Teenagers (Age 13 to 18).

Substance Abuse.

Suicide Prevention.

Appendix A: Bibliotherapy References.

Appendix B: Index of DSM-IV-TR Codes Associated with Presenting Problems.

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