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The Child's World: The Comprehensive Guide to Assessing Children in Need

The Child's World: The Comprehensive Guide to Assessing Children in Need

by Jan Horwath
  There is a lack of understanding from professionals about what the child's world is like. Assessment is crucial, but so often is found lacking.
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At-risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists and Human Services Professionals

At-risk Youth: A Comprehensive Response for Counselors, Teachers, Psychologists and Human Services Professionals

by J. Jeffries McWhirter, Benedict T. McWhirter, Ellen Hawley McWhirter and Robert J. McWhirter.
  Youth who are at risk is a major concern within society.To help prepare students this book provides conceptual and practical informationon on key issues and problems. Prevention and intervention techniques are described in the book to help students and professionals perform their jobs successsfully and to improve the lives of those youth at risk.
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Happy And Unhappy Families

August 2010 - Research from the University of Rochester and the University of Notre Dame published in Child Development analyzed relationship patterns in 234 families with a child aged six. Consistent with long-established family systems theory, researchers found three distinct profiles: one happy, termed cohesive, and two unhappy, termed disengaged and enmeshed. Specific difficulties were encountered in the first years at school depending on the type of dysfunctional profile identified. This study is the first to confirm the existence of these profiles across multiple relationships within the marriage partnership and between children and parents.

Patrick Davies, professor of psychology, explained:

"We were really able to look at the big picture of the family, and what was striking was that these family relationship patterns were not only stable across different relationships but also across time, with very few families switching patterns."

Researchers explain that:

  • Cohesive families are characterized by harmonious communication, emotional warmth, and firm but flexible roles for parents and children.
  • Enmeshed families may be emotionally involved and display some warmth, but experience 'high levels of hostility, destructive meddling, and a limited sense of the family as a team'.
  • Disengaged families are associated with cold, controlling, and withdrawn relationships.

Researchers assessed families using parent and teacher reports and through direct observation. Participants came to the lab annually for three years, making two visits one week apart. Both parents and their child played Jenga, an interactive game, for 15 minutes. On alternate weeks each parent interacted alone with the child for ten minutes divided between play and clean up. Parents were also videotaped discussing two topics intended to elicit disagreement.

The study evaluated how parents related to one another, noting characteristics such as aggression, withdrawal, avoidance and ability to work as a team in the presence of the child. Researchers assessed the emotional availability of parents, whether they provided praise and approval or ignored the child during shared activities. They also noted how the children related to their parents, noting whether attempts to engage them were 'brief and half-hearted or sustained and enthusiastic'.

The study found that children from disengaged homes started school with higher levels of aggressive and disruptive behavior and more difficulty focusing and cooperating with classroom rules. These behaviors tended to increase with time. Children from enmeshed homes began with no more disciplinary problems or depression and withdrawal than those from cohesive families. However, as children from families with either type of destructive relationship pattern continued in school they began to suffer from higher levels of anxiety and feelings of loneliness combined with alienation from peers and teachers.

While the study identified a clear connection between family characteristics and behavior at school the researchers caution against concluding that dysfunctional relationships are responsible for the majority of difficulties encountered. They point to other relevant risk factors, including high-crime or deprived neighborhoods, peer pressure and genetic traits.

Lead researcher Melissa Sturge-Apple, an assistant professor of psychology concluded:

"Families can be a support and resource for children as they enter school, or they can be a source of stress, distraction, and maladaptive behavior. This study shows that cold and controlling family environments are linked to a growing cascade of difficulties for children in their first three years of school, from aggressive and disruptive behavior to depression and alienation. The study also finds that children from families marked by high levels of conflict and intrusive parenting increasingly struggle with anxiety and social withdrawal as they navigate their early school years."

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    Anger Management - an overused phrase that often provokes more anger than management. Anyone working with angry adolescents rapidly realizes that while attention may be on the consequences - damage, disruption, violence to self and others - anger won't be resolved unless underlying issues are listened to and addressed if possible.
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    Children raised in antisocial families are more likely to be antisocial themselves.
  • Treating Homeless Young People Produces Results
    Innovative new research to establish the best ways of engaging with homeless young people who are without parents or carers has found that a comprehensive intervention program can dramatically improve their mental health and life circumstances.
  • Teenage Substance Misuse: What Parents Don't Know
    A new study by a number of co-authors published in the October issue of Alcoholism: Clinical & Experimental Research examines how helpful parents may be in assessing their children's alcohol and/or drug use and abuse. Findings indicate that they do not provide valuable information because they are often unaware of it.

Anger Control Training

Anger Control Training
by Emma Williams and Rebecca Kelly
  This three-volume training manual addresses the need for a practical and easily accessible guide for professionals working with people presenting with anger problems. It is intended for use by psychologists, OTs, psychiatric nurses, probation officers, psychiatrists, social workers and teachers. This training manual offers a wealth of photocopiable material, including client handouts and facilitators guides. The appendices contain materials for role-play and relaxation. "Anger Control Training" is a comprehensive programme using a cognitive-behavioural approach and designed for the professional to help people change their thoughts, feelings and behaviour.
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