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More About This Title Managing Children's Disruptive Behaviour - A Guide for Practitioners Working with Parents and Foster Parents
English
This flexible set of resources has been designed for use with children aged between 2 and 10 years and includes versions for use: in group settings; at home; in the classroom; with typical and special needs children. Devised for use by a wide range of professionals, the programmes reduce fraught interactions and restore mutually enjoyable relationships between the carer/parent and the child. There are also further resources available to download from a supporting website.
Managing Children's Disruptive Behaviour is an invaluab le tool for psychologists, health visitors, social workers, teachers, and all those whose work involves children and their carers.
English
Jenny Wookey is a consultant clinical psychologist at the Plymouth Hospitals NHS Trust and also honorary tutor and supervisor on the Clinical Doctoral Course at Exeter University. She has had many years of working with adults in GP surgeries and with parents and children at the Plymouth Child Development Centre. She previously worked in an adultmental health and primary care setting. Her special interests include developmental disability and young children with behaviour problems. In recent years she has worked with Professor Martin Herbert researching and conducting parent training programmes.
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Preface.
Acknowledgements.
PART I: DISRUPTION BY THE CHILD.
Introduction.
1.Disruption in the home: Children in control – children out of control.
Definitions.
Consequences of the conduct disorders.
Risks and protective processes: the early history.
Developmental pathways and transmission of conduct disorders.
Restoring the balance.
Select bibliography.
2.Disruption in the foster home.
Fostering.
The break-up of children’s families.
The breakdown of fostering placements.
Interventions.
The concept of attachment.
Conclusion.
Select bibliography.
3.Disruption in the classroom.
Introduction.
The influence of school life.
The consultation (triadic) model.
Classroom management.
Disruptive behaviour.
Select bibliography.
PART II: FROM THEORY TO PRACTICE: PRINCIPLES OF ASSESSMENT AND TRAINING.
4.Behavioural parent training.
Introduction.
Behavioural theory.
Assessment methods.
Behavioural methods.
Select bibliography.
5.Orientation to the Child-Wise behaviour management programme.
Preliminaries.
Getting started.
Resistance.
Possible remedies to overcome resistance.
Notes on the courses.
Select bibliography.
PART III: COURSES.
6.The Child-Wise behaviour management course.
Objectives.
Course outline.
Session 1: Introduction to the course.
Session 2: Children’s needs.
Session 3: Play as ‘special’ (quality) time.
Session 4: Effective praise.
Session 5: Tangible and social rewards.
Session 6: ‘It’s as simple as ABC!’.
Session 7: Discipline.
Session 8: Ignoring and time-out.
Session 9: Removing rewards and privileges.
Session 10: Caring for yourself.
Session 11: Booster session.
7.The individual behaviour management course.
Objectives.
The Child-Wise home-based version.
Advantages of the home-based individual approach.
Reference.
8.Using the Child-Wise course with special needs children.
Introduction.
Guidelines.
Functional analysis.
Interventions – modifying antecedents.
Select bibliography.
9.The foster parents’ behaviour management course.
Introduction.
Session 1: Introduction.
Session 2: Behavioural change.
Session 3: The modification of behaviour.
Session 4: Rehearsing behavioural strategies.
Session 5: Booster session.
Appendix I: Issues for discussion and reminder handouts.
Appendix II: Course evaluation forms.
Appendix III: Child-Wise selection interview.
Appendix IV: Background to the Child-Wise course.
Index.
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"...sets out to provide a guide for experienced practitioners who are working with the parents, teachers and foster carers of young children with conduct disorders..." (Child and Adolescent Mental Health, Vol 10 (3) Sept 05)
