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Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf | |
Arthur E. Jongsma, Jr., Series Editor Over 500,000 Practice Planners®sold... Practice Planners® Treatment Planners cover all the necessary elements for developing formal treatment plans, including detailed problem definitions, long-term goals, short-term objectives, therapeutic interventions, and DSM-IV™ diagnoses. Help... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
Practice Planners® Name ______________________________________________________________________ Affiliation____________________________________________________________________ Address ____________________________________________________________________ City/State/Zip_______________________________________________________... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
For more information about Thera Scribe,fill in this coupon and mail it to: R. Crucitt, John Wiley & Sons, Inc., 10475 Crosspoint Boulevard, Indianapolis, IN 46256 or e-mail us at planners@wiley. com. ❑Please send me information on Thera Scribe® ❑Please send me information on the network version of Thera Scribe® For a f... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
SHIP TO Name/Title __________________________________________ Organization__________________________________________ Address ______________________________________________ City/State/Zip ________________________________________ Telephone ____________________________________________METHOD OF PAYMENT ❑ Bill my institutio... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
The Child Psychotherapy Treatment Planner, Fourth Edition | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
Practice Planners® Series Treatment Planners The Complete Adult Psychotherapy Treatment Planner, Fourth Edition The Child Psychotherapy Treatment Planner, Fourth Edition The Adolescent Psychotherapy Treatment Planner, Fourth Edition The Addiction Treatment Planner, Third Edition The Continuum of Care Treatment Planner ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
Arthur E. Jongsma, Jr., Series Editor The Child Psychotherapy Treatment Planner, Fourth Edition Arthur E. Jongsma, Jr. L. Mark Peterson William P. Mc Innis Timothy J. Bruce, Contributing Editor JOHN WILEY & SONS, INC. Practice Planners® | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
This book is printed on acid-free paper. o Copyright © 2006 by Arthur E. Jongsma, Jr., L. Mark Peterson, and William P. Mc Innis. All rights re-served. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval syst... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
To my daughters and sons-in-law, Kendra and Erwin van Elst and Michelle and David De Graaf, who give themselves creatively and sacrifi cially to the task of parenting my grandchildren, Tyler, Kaleigh, Justin, and Carter. —A. E. J. To Zach and Jim, who have expanded and enriched my life. —L. M. P. To my three children, B... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf | |
xi CONTENTS Practice Planners® Series Preface xiii Acknowledgments xv Introduction 1 Sample Treatment Plan 7 Academic Underachievement 12 Adoption 22 Anger Management E BT 32 Anxiety E BT 43 Attachment Disorder 54 Attention-Defi cit/Hyperactivity Disorder (ADHD) E BT 64 Autism/Pervasive Developmental Disorder E BT 74 Bl... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
xii CONTENTS Parenting E BT 221 Peer/Sibling Confl ict 230 Physical/Emotional Abuse Victim 239 Posttraumatic Stress Disorder (PTSD) E BT 246 School Refusal 255 Separation Anxiety E BT 264 Sexual Abuse Victim 274 Sleep Disturbance 283 Social Phobia/Shyness E BT 289 Specifi c Phobia E BT 297 Speech / Language Disorders 305... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
xiii PRACTICE PLANNERS® SERIES PREFACE Accountability is an important dimension of the practice of psychotherapy. Treatment programs, public agencies, clinics, and practitioners must justify and document their treatment plans to outside review entities in order to be reimbursed for services. The books and software in t... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
School counseling Severe and persistent mental illness Sexual abuse victims and offenders Special education Suicide and homicide risk assessment In addition, there are three branches of companion books that can be used in conjunction with the Treatment Planners, or on their own: Progress Notes Planners provide a menu ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
xv ACKNOWLEDGMENTS I have learned that it is better to acknowledge your weaknesses and to seek out those who complement you with their strengths. I was fortunate enough to have found the right person who brings his expertise in Evidence-Based Treat-ment to this project. He has contributed wisely and thoughtfully to gre... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
tions, was daunting. I knew it would be a challenge to retain the rich breadth of options that Art has offered in past editions while simultaneously trying to identify and describe the fundamental features of identifi ed empirically sup-ported treatments. Although I have trained in empirically supported treatment approa... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
1INTRODUCTION ABOUT PRACTICE PLANNERS® TREATMENT PLANNERS Pressure from third-party payors, accrediting agencies, and other outside par-ties has increased the need for clinicians to quickly produce effective, high- quality treatment plans. Treatment Planners provide all the elements necessary to quickly and easily deve... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
2 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER ment at this time. An effective treatment plan can only deal with a few selected problems or treatment will lose its direction. Choose the problem within this Planner which most accurately represents your client's present-ing issues. 2. Problem Defi nition. Each client present... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
INTRODUCTION 3 The Authoritative Guide to Self-Help Resources in Mental Health, Revised Edition (2003) by Norcross et al. (available from The Guilford Press, New Y ork). 6. Diagnosis Determination. The determination of an appropriate diagno-sis is based on an evaluation of the client's complete clinical presenta-tion. ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
4 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER client-oriented treatment manuals and books that describe the step-by-step use of noted EBTs or treatments consistent with their objectives and interventions. Of course, recognizing that there are STOs and TIs that practicing clinicians have found useful but that have not yet... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
INTRODUCTION 5 ample, Cognitive Behavioral Therapy (CBT) has the highest level of empiri-cal support of tested psychotherapies for Childhood Obsessive-Compulsive Disorder (OCD), but that level of evidence is lower than that supporting, for example, exposure-based therapy for phobic fear and avoidance. The latter has si... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
6 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER A FINAL NOTE ON TAILORING THE TREATMENT PLAN TO THE CLIENT One important aspect of effective treatment planning is that each plan should be tailored to the individual client's problems and needs. Treatment plans should not be mass-produced, even if clients have similar proble... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
INTRODUCTION 7 SAMPLE TREATMENT PLAN ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) Defi nitions: Short attention span; diffi culty sustaining attention on a consistent basis. Susceptibility to distraction by extraneous stimuli and internal thoughts. Repeated failure to follow through on instructions or complete schoo... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
8 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Parents and the client demon-strate knowledge about ADHD symptoms. 1. Educate the client's parents and siblings about the symptoms of ADHD. 2. Assign the parents readings to increase their knowledge about symptoms of ADHD (e. g., Taking Charge of ADHD by Barkley; Your Hype... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
INTRODUCTION 9 6. Increase frequency of comple-tion of school assignments, chores, and household respon-sibilities. 1. Assist the parents in developing a routine schedule to increase the client's compliance with school, chores, or household responsibili-ties. 2. Consult with the client's teachers to implement strategie... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
10 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER to delay gratifi cation for longer- term goals (e. g., completing homework or chores before play-ing). 9. Parents implement the Parent Management Training ap-proach in which parents utilize a reward / punishment system, contingency contract, and / or token economy. 1. Teach t... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
INTRODUCTION 11 Rules, Positive Reinforcement, Appropriate Consequences” in the Adolescent Psychotherapy Homework Planner, 2nd ed. by Jongsma, Peterson, and Mc Innis); review in session, providing cor-rective feedback toward improved, appropriate, and consistent use of skills. 5. Ask the parents to read parent training... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
12ACADEMIC UNDERACHIEVEMENT BEHAVIORAL DEFINITIONS 1. History of overall academic performance that is below the expected level according to the client's measured intelligence or performance on standard-ized achievement tests. 2. Repeated failure to complete school or homework assignments and / or current assignments on... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ACADEMIC UNDERACHIEVEMENT 13 __. LONG-TERM GOALS 1. Demonstrate consistent interest, initiative, and motivation in academics, and bring performance up to the expected level of intellectual or academic functioning. 2. Complete school and homework assignments on a regular and consistent basis. 3. Achieve and maintain a h... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
14 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER services; provide feedback to the client, his / her family, and school offi cials regarding the psychoedu-cational evaluation. 2. Complete psychological testing. (2) 2. Arrange for psychological test-ing to assess whether possible Attention-Defi cit / Hyperactivity Disorder (A... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ACADEMIC UNDERACHIEVEMENT 15 7. Participate in outside tutor-ing to increase knowledge and skills in the area of academic weakness. (8, 9) 8. Recommend that the parents seek outside tutoring after school to boost the client's skills in the area of his / her academic weakness (e. g., reading, mathematics, writ-ten expre... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
16 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 16. Direct the client to use planners or calendars to record school or homework assignments and plan ahead for long-term projects. 17. Monitor the client's comple-tion of school and homework assignments on a regular, con-sistent basis (or use the “Getting It Done” program in... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ACADEMIC UNDERACHIEVEMENT 17 15. Parents increase the time spent being involved with the client's homework. (23, 24)23. Encourage the parents to dem-onstrate and / or maintain regular interest and involvement in the client's homework (e. g., parents reading aloud to or alongside the client, using fl ashcards to improve ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
18 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER school assignments without expressing frustration and the desire to give up. (28, 29) him / her close to the teacher; keep him / her close to positive peer role models; call on him / her often; provide frequent feedback to him / her; structure the material into a series of s... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ACADEMIC UNDERACHIEVEMENT 19 36. Teach the client positive coping and self-control strategies (e. g., cognitive restructuring; positive self-talk; “stop, look, listen, and think”) to inhibit the impulse to act out or engage in negative attention-seeking behaviors when encountering frustrations with schoolwork. 21. Iden... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
20 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER to manage frustration related to learning problems, then the client follows by creating a story with similar characters or themes. 42. Have the client create a variety of drawings on a posterboard or large sheet of paper that refl ect how his / her personal and family life wo... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ACADEMIC UNDERACHIEVEMENT 21 Axis II: 317 Mild Mental Retardation V62. 89 Borderline Intellectual Functioning V71. 09 No Diagnosis | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
22ADOPTION BEHAVIORAL DEFINITIONS 1. Adopted into the present family since infancy. 2. Adopted into the present family after the age of 2. 3. Adopted as an older special-needs child or as a set of siblings into the family. 4. Relates to signifi cant others in a withdrawn, rejecting way, avoiding eye contact and keeping ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ADOPTION 23 LONG-TERM GOALS 1. Termination of self-defeating acting out behaviors and acceptance of self as loved and lovable within an adopted family. 2. Resolution of the key adoption issues of loss, abandonment, and rejec-tion. 3. The establishment and maintenance of healthy family connections. 4. Removal of all bar... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
24 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Conduct or arrange for a psycho-logical evaluation to determine the client's level of behavioral functioning, cognitive style, and intelligence. 3. Comply with all recommen-dations of the evaluations or assessments. (4) 4. Summarize assessment date and present the fi nding... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ADOPTION 25 9. Employ psychoanalytic play therapy (e. g., explore and gain understanding of the etiology of unconscious confl icts, fi xations, or arrests; interpret resistance, transference, or core anxieties) to help the client work through and resolve issues contributing to act-ing out behaviors. 10. Conduct individua... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
26 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 15. Use expressive art materials (e. g., Play-Doh, clay, fi nger paint) to create pictures and sculptures that aid the client in expressing and resolving his / her feelings of rage, rejection, and loss. 10. Identify and release feelings in socially acceptable, nondestruc-tive... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ADOPTION 27 22. Refer the parents and / or the client to an adoption support group. 23. Work with the parents in conjoint sessions to frame the client's act-ing out behaviors as opportunities to reparent the client. Then strat-egize with them to come up with specifi c ways to intervene in the problem behaviors. 13. Pare... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
28 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER (or assign the “Create a Memory Album” exercise in the Child Psychotherapy Homework Plan-ner, 2nd ed. by Jongsma, Peterson, and Mc Innis). 15. Verbalize needs and wishes. (28)28. Assist the client in clarifying and expressing his / her needs and de-sires (or assign the exerc... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ADOPTION 29 17. Parents verbalize reasonable expectations for the client's behavior given his / her develop-mental stage and the process of adjustment to adoption. (30)30. Process the parents' expecta-tions for the client's behavior and adjustment; confront and modify unrealistic expectations and foster realistic expec... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
30 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 22. Parents verbalize reasonable discipline and nurturance guidelines. (36, 37, 38)36. Provide the parents with education about keeping discipline related to the offense reasonable and always respectful to reduce resentment and rebellion. (Recommend How to Raise Responsible ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ADOPTION 31 DIAGNOSTIC SUGGESTIONS Axis I: 309. 0 Adjustment Disorder With Depressed Mood 309. 4 Adjustment Disorder With Mixed Disturbance of Emotions and Conduct 300. 4 Dysthymic Disorder 314. 01 Attention-Defi cit / Hyperactivity Disorder, Combined Type 309. 81 Posttraumatic Stress Disorder 313. 89 Reactive Attachmen... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
32ANGER MANAGEMENT BEHAVIORAL DEFINITIONS 1. Repeated angry outbursts that are out of proportion to the precipitating event. 2. Excessive yelling, swearing, crying, or use of verbally abusive language when efforts to meet desires are frustrated or limits are placed on behavior. 3. Frequent fi ghting, intimidation of oth... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANGER MANAGEMENT 33 LONG-TERM GOALS 1. Express anger through appropriate verbalizations and healthy physical outlets on a consistent basis. 2. Significantly reduce the frequency and intensity of temper outbursts. 3. Terminate all destruction of property, physical a ggression, and acts of violence or cruelty toward peopl... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
34 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Complete psychological testing. (3) 3. Conduct or arrange for psycho-logical testing to help in assessing whether a comorbid condition (e. g., depression, Attention- Defi cit / Hyperactivity Disorder [ADHD]) is contributing to anger control problems; follow-up ac-cordingly... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANGER MANAGEMENT 35 8. Confront statements in which the client lies and / or blames others for his / her misbehaviors and fails to accept responsibility for his / her actions. E BT 9. Explore and process the factors that contribute to the client's pat-tern of blaming others (e. g., harsh punishment experiences, family ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
36 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 9. Identify, challenge, and replace self-talk that leads to frustra-tion, anger, and angry actions with self-talk that facilitates more constructive reactions. (13)13. Explore the client's self-talk that mediates his / her frustration and anger (e. g., demanding expecta-tion... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANGER MANAGEMENT 37 18. Use any of several techniques (e. g., relaxation, imagery, be-havioral rehearsal, modeling, role-playing, feedback of video-taped practice) in increasingly challenging situations to help the client consolidate the use of his / her new anger management skills. E BT 14. Practice using new calming,... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
38 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER interactions (e. g., prompting and reinforcing positive behaviors) can be used to promote positive change (e. g., Parenting the Strong- Willed Child by Forehand and Long; Living with Children by Patterson). E BT 23. Teach the parents how to specifi -cally defi ne and identify ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANGER MANAGEMENT 39 26. Ask the parents to read parent training manuals (e. g., Living with Children by Patterson) or watch videotapes demonstrating the techniques being learned in ses-sion (see Webster-Stratton, 1994). E BT 18. Parents and client participate in play sessions in which they use their new rules for appro... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
40 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 31. Implement the steps necessary to protect the client or siblings from further abuse (e. g., report abuse to the appropriate agencies; remove the client or perpetrator from the home). E BT 21. Increase the frequency of civil, respectful interactions with parents / adults. ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANGER MANAGEMENT 41 (e. g., assign the task of writing a letter to an absent parent or use the empty-chair technique or as-sign “The Lesson of Salmon Rock ... Fighting Leads to Loneli-ness” in the Child Psychotherapy Homework Planner, 2nd ed. by Jongsma, Peterson, and Mc Innis). 25. Parents participate in marital thera... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
42 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER DIAGNOSTIC SUGGESTIONS Axis I: 312. 81 Conduct Disorder, Childhood-Onset Type 312. 82 Conduct Disorder, Adolescent-Onset Type 312. 89 Conduct Disorder, Unspecifi ed Onset 313. 81 Oppositional Defi ant Disorder 312. 9 Disruptive Behavior Disorder NOS 314. 01 Attention-Defi cit /... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
43ANXIETY BEHAVIORAL DEFINITIONS 1. Excessive anxiety, worry, or fear that markedly exceeds the normal level for the client's stage of development. 2. High level of motor tension, such as restlessness, tiredness, shakiness, or muscle tension. 3. Autonomic hyperactivity (e. g., rapid heartbeat, shortness of breath, dizz... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
44 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Resolve the core confl ict that is the source of anxiety. 4. Enhance ability to effectively cope with the full variety of life's anxieties. __. __. __. SHORT-TERM THERAPEUTIC OBJECTIVES INTERVENTIONS 1. Describe current and past experiences with specifi c fears, prominent w... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANXIETY 45 3. Cooperate with an evaluation by a physician for antianxiety medication. (4, 5) 4. Refer the client to a physician for a psychotropic medication consul-tation. E BT 5. Monitor the client's psychotro-pic medication compliance, side effects, and effectiveness; confer regularly with the physician. E BT 4. Ver... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
46 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 10. Assign the client homework each session in which he / she prac-tices calming daily; review and reinforce success while provid-ing corrective feedback toward improvement. E BT 11. Assign the parents to read and discuss with the client progres-sive muscle relaxation and ot... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANXIETY 47 7. Identify, challenge, and replace fearful self-talk with positive, realistic, and empowering self- talk. (16, 17, 18, 19)16. Explore the client's schema and self-talk that mediate his / her fear response; challenge the biases; assist him / her in replacing the distorted messages with reality- based alterna... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
48 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER failure, worries about relationship problems). E BT 21. Select initial exposures that have a high likelihood of being a success experience for the client; develop a coping plan for managing the negative affect engendered by exposure; mentally rehearse the procedure. E BT 22.... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANXIETY 49 Wignall; or “An Anxious Story” from the Child Psychotherapy Homework Planner, 2nd ed. by Jongsma, Peterson, and Mc In-nis); review, reinforce success, and provide corrective feedback toward improvement. E BT 10. Increase participation in daily social and academic activities. (26)26. Encourage the client to s... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
50 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 14. Learn and implement relapse prevention strategies for man-aging possible future fears or worries. (31, 32, 33, 34)31. Discuss with the client the distinc-tion between a lapse and relapse, associating a lapse with an initial and reversible return of a fear, worry, anxiety... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANXIETY 51 37. Conduct psychoanalytical play therapy sessions (e. g., explore and gain an understanding of the etiology of unconscious confl icts, fi xations, or arrests; interpret resistance or core anxieties) to help the client work through to resolutions of the issues that are the source of his / her anxiety. 16. Iden... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
52 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 42. Use a mutual storytelling tech-nique (Gardner) in which the client tells a story about a central character who becomes anxious. The therapist then interprets the story for its underlying meaning and retells the client's story while weaving in healthier adaptations to fea... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ANXIETY 53 19. Participate in family therapy sessions that identify and re-solve confl icts between family members. (47, 48)47. Conduct a family session in which the system is probed to determine the level of fear or anxiety that is present or to bring to the surface underlying confl icts. 48. Work in family sessions to ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
54ATTACHMENT DISORDER BEHAVIORAL DEFINITIONS 1. Brought into family through adoption after coming from an abusive, ne-glectful biological family. 2. Consistent pattern of failing to initiate or respond to social interactions in an age-appropriate way (e. g., withdrawing and rejecting behavior toward primary caregivers,... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTACHMENT DISORDER 55 LONG-TERM GOALS 1. Establishment and maintenance of a bond with primary caregivers. 2. Resolution of all barriers to forming healthy connections with others. 3. Capable of forming warm physical and emotional bonds with the par-ents. 4. Has a desire for and initiates connections with others. 5. Ke... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
56 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 2. Cooperate with and complete all assessments and testing. (4, 5) 4. Conduct or refer the parents and the client for psychosocial evalu-ation to assess the strength of the parent's marriage, parenting style, stress management / coping strengths, resolutions of the infertili... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTACHMENT DISORDER 57 strategize with them to come up with specifi c ways to intervene in the problem behaviors. 11. Train and empower the parents as cotherapists (e. g., being patient, showing unconditional positive regard, setting limits fi rmly but without hostility, verbalizing love and expectations clearly, seeking... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
58 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER therapist uses his / her power to entice the client into a relation-ship and to keep the focus of therapy on the relationship, not on intrapsychic confl icts. Also, the parents are actively involved and are trained to be cotherapists. 16. Employ the ACT Model (Lan-dreth) in p... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTACHMENT DISORDER 59 12. Identify specifi c positive talents, traits, and accomplish-ments about self. (21)21. Assign a self-esteem-building exercise from SEALS & Plus (Korb-Khalsa, Azok, and Leutenberg) to help develop self-knowledge, acceptance, and confi dence. 13. Verbalize memories of the past that have shaped cur... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
60 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER in self and others, confl ict resolu-tion skills, and relationship skills. 27. Conduct a family session in which the parents, client, and therapist take part in a trust walk. (One person is blindfolded and led around by a guide through a number of tasks. Then roles are revers... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTACHMENT DISORDER 61 him / her that they are fi rmly in control and that they will not al-low his / her intense feelings to get out of hand. 20. Family engages in social / recre-ational activities together. (32)32. Encourage the parents to engage the client and family in many “cohesive shared experiences” (see James i... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
62 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 23. Parents respond calmly but fi rmly to the client's detach-ment behavior. (36, 37)36. Educate the parents to under-stand the psychological meaning and purpose for the client's detachment, and train them to implement appropriate interven-tions to deal day to day with the be... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTACHMENT DISORDER 63 __. __. __. __. DIAGNOSTIC SUGGESTIONS Axis I: 313. 89 Reactive Attachment Disorder of Infancy and Early Childhood 314. 9 Attention-Defi cit / Hyperactivity Disorder NOS 296. 3x Major Depressive Disorder, Recurrent 300. 4 Dysthymic Disorder 309. 4 Adjustment Disorder With Mixed Disturbance of Emot... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
64ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) BEHAVIORAL DEFINITIONS 1. Short attention span; diffi culty sustaining attention on a consistent basis. 2. Susceptibility to distraction by extraneous stimuli and internal thoughts. 3. Gives impression that he / she is not listening well. 4. Repeated failure to follow ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) 65 LONG-TERM GOALS 1. Sustain attention and concentration for consistently longer periods of time. 2. Increase the frequency of on-task behaviors. 3. Demonstrate marked improvement in impulse control. 4. Regularly take medication as prescribed to decrease impulsivity, h... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
66 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Monitor the client for psycho-tropic medication prescription compliance, side effects, and effectiveness; consult with the prescribing physician at regular intervals. E BT 3. Parents and the client dem-onstrate increased knowledge about ADHD symptoms. (4, 5, 6) 4. Educate... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) 67 5. Parents maintain communica-tion with the school to increase the client's compliance with completion of school assign-ments. (9) 9. Encourage the parents and teachers to maintain regular communication about the client's academic, behavioral, emotional, and social p... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
68 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER reinforce appropriate behavior and completion of his / her assign-ments (or employ the “Getting It Done” program in the Child Psychotherapy Homework Plan-ner, 2nd ed. by Jongsma, Peterson, and Mc Innis). E BT 8. Implement effective test-taking strategies on a consistent basi... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) 69 behaviors, identify their reac-tions to the behavior, determine whether the reaction encourages or discourages the behavior, and generate alternatives to the prob-lem behavior. E BT 19. Teach parents how to implement key parenting practices consis-tently, including e... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
70 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 23. Assign the client to read about general social and / or communica-tion skills in books or treatment manuals on building social skills (e. g., or assign the “Social Skills Exercise” in the Child Psycho-therapy Homework Planner, 2nd ed. by Jongsma, Peterson, and Mc Innis).... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) 71 28. Encourage the parents to spend 10 to 15 minutes daily of one-on- one time with the client to create a closer parent-child bond. Allow the client to take the lead in se-lecting the activity or task. E BT 14. Increase the frequency of socially appropriate behaviors... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
72 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER Identify coping strategies (e. g., “stop, look, listen, and think,” guided imagery, utilizing “I mes-sages” to communicate needs) that the client and his / her family can use to cope with or overcome stressors, roadblocks, or hurdles. 17. Parents and the client regularly att... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
ATTENTION-DEFICIT / HYPERACTIVITY DISORDER (ADHD) 73 312. 82 Conduct Disorder, Adolescent-Onset Type 313. 81 Oppositional Defi ant Disorder 312. 9 Disruptive Behavior Disorder NOS 296. xx Bipolar I Disorder Axis II: V71. 09 No Diagnosis | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
74AUTISM / PERVASIVE DEVELOPMENTAL DISORDER BEHAVIORAL DEFINITIONS 1. Shows a pervasive lack of interest in or responsiveness to other people. 2. Demonstrates a chronic failure to develop social relationships appropriate to the developmental level. 3. Lacks spontaneity and emotional or social reciprocity. 4. Exhibits a... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
AUTISM / PERVASIVE DEVELOPMENTAL DISORDER 75 LONG-TERM GOALS 1. Develop basic language skills and the ability to communicate simply with others. 2. Establish and maintain a basic emotional bond with primary attachment fi gures. 3. Family members develop acceptance of the client's overall capabilities and place realistic... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
76 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 3. Complete a speech / language evaluation. (4) 4. Refer the client for speech / lan-guage evaluation; consult with speech / language pathologist about evaluation fi ndings. 4. Attend speech and language therapy sessions. (5) 5. Refer the client to a speech / lan-guage pathol... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
AUTISM / PERVASIVE DEVELOPMENTAL DISORDER 77 12. Teach the parents behavior man-agement techniques (e. g., prompt-ing behavior, reinforcement and reinforcement schedules, use of ignoring for off-task behavior). E BT 13. Teach the parents a Pivotal Re-sponse Intervention (see Pivotal Response Training for Autism by Koeg... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
78 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER 17. Develop a contingency contract to improve the client's social skills and anger control. E BT 11. Decrease the frequency and se-verity of self-abusive behaviors. (18)18. Teach the parents to apply be-havior management techniques (e. g., prompting behavior, re-inforcement ... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
AUTISM / PERVASIVE DEVELOPMENTAL DISORDER 79 23. Use modeling and operant conditioning principles and response-shaping techniques to help the client develop self-help skills (e. g., dressing self, making bed, fi xing sandwich) and improve personal hygiene. E BT 24. Encourage the parents to use the “Activities of Daily L... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
80 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER increase the parents' awareness of the client's thoughts, feelings, and needs. 30. Assign the client and his / her par-ents a task (e. g., swimming, riding a bike) that will help build trust and mutual dependence. 16. Increase the frequency of posi-tive interactions with par... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
AUTISM / PERVASIVE DEVELOPMENTAL DISORDER 81 __. __. __. __. __. __. DIAGNOSTIC SUGGESTIONS Axis I: 299. 00 Autistic Disorder 299. 80 Pervasive Developmental Disorder NOS 299. 80 Rett's Disorder 299. 10 Childhood Disintegrative Disorder 299. 80 Asperger's Disorder 313. 89 Reactive Attachment Disorder of Infancy or Earl... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
82BLENDED FAMILY BEHAVIORAL DEFINITIONS 1. Children from a previous union are united into a single family unit, result-ing in interpersonal confl ict, anger, and frustration. 2. Resistance and defi ance toward the new stepparent. 3. Open confl ict between siblings from different parents now residing in the same family sys... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
BLENDED FAMILY 83 2. Become an integrated, blended family system that is functional and bonded to each other. 3. Attain a level of peaceful coexistence whereby daily issues can be negotiated without becoming ongoing confl icts. 4. Accept stepparent and / or stepsiblings and treat them with respect, kind-ness, and cordia... | Arthur E. Jr. Jongsma L. Mark Peterson William P. McInnis - The Child Psychotherapy Treatment Planner Practice Planners-Wiley 2006.pdf |
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