Adolescent Psychotherapy Homework Planner E-Book

Arthur E. Jongsma

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Practice Planners
• Sprache: Englisch
• Veröffentlichungsjahr: 2023

Seitenzahl: 673

Beschreibung

Evidence-based and effective clinical homework for adolescent clients and their caregivers In the newly updated sixth edition of The Adolescent Psychotherapy Homework Planner, a team of distinguished practitioners delivers a time-saving and hands-on practice tool designed to offer clients valuable homework assignments that will further their treatment goals for a wide variety of presenting problems. The Homework Planner addresses common and less-common disorders--including anxiety, depression, substance use, eating, and panic--allowing the client to work between sessions on issues that are the focus of therapy. This book provides evidence-based homework assignments that track the psychotherapeutic interventions suggested by the fifth edition of The Adolescent Psychotherapy Treatment Planner. They are easily photocopied, and a digital version is provided online for the therapist who would prefer to access them with a word processor. The Homework Planner also offers: * Cross-referenced lists of suggested presenting problems for which each assignment may be appropriate (beyond its primary designation) * Several brand-new assignments, as well as adapted assignments that have been shortened or modified to make them more adolescent-client-friendly * Homework assignments for the parents of adolescents in treatment, assignments for the adolescents themselves, and assignments for parents and adolescents to complete together An essential and practical tool for therapists and practitioners treating adolescents, The Adolescent Psychotherapy Homework Planner, Sixth Edition will benefit social workers, psychologists, psychiatrists, and other clinicians seeking efficient and effective homework tools for their clients.

Leseprobe

Table of Contents

COVER

TABLE OF CONTENTS

TITLE PAGE

COPYRIGHT

DEDICATION

ABOUT THE DOWNLOADABLE ASSIGNMENTS

PRACTICE

PLANNERS

®

SERIES PREFACE

ACKNOWLEDGMENTS

INTRODUCTION

SECTION 1: ACADEMIC UNDERACHIEVEMENT

Therapist's Overview: ATTITUDES ABOUT HOMEWORK

EXERCISE 1.A: ATTITUDES ABOUT HOMEWORK

Therapist's Overview: BREAK IT DOWN INTO SMALL STEPS

EXERCISE 1.B: BREAK IT DOWN INTO SMALL STEPS

Therapist's Overview: GOOD GRADE/BAD GRADE INCIDENT REPORTS

EXERCISE 1.C: GOOD GRADE/BAD GRADE INCIDENT REPORTS

SECTION 2: ADOPTION

Therapist's Overview: BEGINNING A SEARCH FOR BIRTH PARENTS

EXERCISE 2.A: BEGINNING A SEARCH FOR BIRTH PARENTS

Therapist's Overview: CONSIDERING A SEARCH FOR BIRTH PARENTS

EXERCISE 2.B: CONSIDERING A SEARCH FOR BIRTH PARENTS

Therapist's Overview: MY CHILD’S SEARCH FOR BIRTH PARENTS

EXERCISE 2.C: MY CHILD'S SEARCH FOR BIRTH PARENTS

Therapist's Overview: QUESTIONS AND CONCERNS AROUND BEING ADOPTED

EXERCISE 2.D: QUESTIONS AND CONCERNS AROUND BEING ADOPTED

Therapist's Overview: SOME THINGS I’D LIKE YOU TO KNOW …

EXERCISE 2.E: SOME THINGS I'D LIKE YOU TO KNOW …

SECTION 3: ANGER CONTROL PROBLEMS

Therapist's Overview: ANGER CHECKLIST

EXERCISE 3.A: ANGER CHECKLIST

Therapist's Overview: ANGER CONTROL

EXERCISE 3.B: ANGER CONTROL

ANGER CONTROL CONTRACT

Therapist's Overview: STOP YELLING

EXERCISE 3.C: STOP YELLING

Therapist's Overview: THOUGHT STOPPING

EXERCISE 3.D: THOUGHT STOPPING

SECTION 4: ANXIETY

Therapist's Overview: FINDING AND LOSING YOUR ANXIETY

EXERCISE 4.A: FINDING AND LOSING YOUR ANXIETY

Therapist's Overview: PROGRESSIVE MUSCLE RELAXATION

EXERCISE 4.B: PROGRESSIVE MUSCLE RELAXATION

RELAXATION FORM

Therapist's Overview: TOOLS FOR ANXIETY

EXERCISE 4.C: TOOLS FOR ANXIETY

Therapist's Overview: WHAT MAKES ME ANXIOUS

EXERCISE 4.D: WHAT MAKES ME ANXIOUS

Therapist's Overview: WORRY TIME

EXERCISE 4.E: WORRY TIME

DAILY “WORRY TIME” LOG

SECTION 5: ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER (ADHD)

Therapist's Overview: CHANNEL YOUR ENERGY IN A POSITIVE DIRECTION

EXERCISE 5.A: CHANNEL YOUR ENERGY IN A POSITIVE DIRECTION

POSITIVE ENERGY FORM

NEGATIVE ENERGY FORM

Therapist's Overview: EVALUATING MEDICATION EFFECTS

EXERCISE 5.B: EVALUATING MEDICATION EFFECTS

EVALUATING MEDICATION EFFECTS

Therapist's Overview: GETTING IT DONE

EXERCISE 5.C: GETTING IT DONE

DAILY SCHOOL REPORT

WEEKLY SCHOOL REPORT

SCHOOL CONTRACT

Therapist's Overview: PROBLEM-SOLVING EXERCISE

EXERCISE 5.D: PROBLEM‐SOLVING EXERCISE

Therapist's Overview: SOCIAL SKILLS EXERCISE

EXERCISE 5.E: SOCIAL SKILLS EXERCISE

SOCIAL SKILLS SELF‐MONITORING FORM

SOCIAL SKILLS CONTRACT

SECTION 6: AUTISM SPECTRUM DISORDER

Therapist's Overview: MANAGING THE MELTDOWNS

EXERCISE 6.A: MANAGING THE MELTDOWNS

Therapist's Overview: MOVING TOWARD INDEPENDENCE

EXERCISE 6.B: MOVING TOWARD INDEPENDENCE

Therapist's Overview: PROGRESS: PAST, PRESENT, AND FUTURE

EXERCISE 6.C: PROGRESS: PAST, PRESENT, AND FUTURE

Therapist's Overview: PROGRESS SURVEY

EXERCISE 6.D: PROGRESS SURVEY

SECTION 7: BIPOLAR DISORDER

Therapist's Overview: ACTION MINUS THOUGHT EQUALS PAINFUL CONSEQUENCES

EXERCISE 7.A: ACTION MINUS THOUGHT EQUALS PAINFUL CONSEQUENCES

Therapist's Overview: CLEAR RULES, POSITIVE REINFORCEMENT, APPROPRIATE CONSEQUENCES

EXERCISE 7.B: CLEAR RULES, POSITIVE REINFORCEMENT, APPROPRIATE CONSEQUENCES

Therapist's Overview: MEDICATION RESISTANCE

EXERCISE 7.C: MEDICATION RESISTANCE

Therapist's Overview: MOOD DISORDERS SYMPTOM LIST

EXERCISE 7.D: MOOD DISORDERS SYMPTOM LIST

SECTION 8: BLENDED FAMILY

Therapist's Overview: A FEW THINGS ABOUT ME

EXERCISE 8.A: A FEW THINGS ABOUT ME

Therapist's Overview: ASSESSING THE FAMILY—PRESENT AND FUTURE

EXERCISE 8.B: ASSESSING THE FAMILY—PRESENT AND FUTURE

Therapist's Overview: INTERACTION AS A FAMILY

EXERCISE 8.C: INTERACTION AS A FAMILY

Therapist's Overview: STEPPARENT AND SIBLING QUESTIONNAIRE

EXERCISE 8.D: STEPPARENT AND SIBLING QUESTIONNAIRE

SECTION 9: BULLYING/AGGRESSION PERPETRATOR

Therapist's Overview: APOLOGY LETTER FOR BULLYING

EXERCISE 9.A: APOLOGY LETTER FOR BULLYING

Therapist's Overview: BULLYING INCIDENT REPORT

EXERCISE 9.B: BULLYING INCIDENT REPORT

Therapist's Overview: FACTORS CONTRIBUTING TO BULLYING

EXERCISE 9.C: FACTORS CONTRIBUTING TO BULLYING

Therapist's Overview: REASONS FOR RAGE

EXERCISE 9.D: REASONS FOR RAGE

SECTION 10: BULLYING/AGGRESSION VICTIM

Therapist's Overview: CALM RESPONSE TO VERBAL BULLYING

EXERCISE 10.A: CALM RESPONSE TO VERBAL BULLYING

Therapist's Overview: EFFECTIVE WAYS TO MANAGE CYBERBULLYING

EXERCISE 10.B: EFFECTIVE WAYS TO MANAGE CYBERBULLYING

Therapist's Overview: IDENTIFY IMPACT OF BULLYING

EXERCISE 10.C: IDENTIFY IMPACT OF BULLYING

SECTION 11: CONDUCT DISORDER/DELINQUENCY

Therapist's Overview: CATCH YOUR TEEN BEING RESPONSIBLE

EXERCISE 11.A: CATCH YOUR TEEN BEING RESPONSIBLE

Therapist's Overview: HEADED IN THE RIGHT DIRECTION

EXERCISE 11.B: HEADED IN THE RIGHT DIRECTION

Therapist's Overview: HOW MY BEHAVIOR HURTS OTHERS

EXERCISE 11.C: HOW MY BEHAVIOR HURTS OTHERS

Therapist's Overview: LETTER TO ABSENT OR UNINVOLVED PARENT

EXERCISE 11.D: LETTER TO ABSENT OR UNINVOLVED PARENT

Therapist's Overview: PATTERNS OF STEALING

EXERCISE 11.E: PATTERNS OF STEALING

SECTION 12: DEPRESSION—UNIPOLAR

Therapist's Overview: BAD THOUGHTS LEAD TO DEPRESSED FEELINGS

EXERCISE 12.A: BAD THOUGHTS LEAD TO DEPRESSED FEELINGS

Therapist's Overview: BECOMING ASSERTIVE

EXERCISE 12.B: BECOMING ASSERTIVE

Therapist's Overview: HOME, SCHOOL, AND COMMUNITY ACTIVITIES I ENJOYED

EXERCISE 12.C: HOME, SCHOOL, AND COMMUNITY ACTIVITIES I ENJOYED

Therapist's Overview: OVERCOMING HELPLESSNESS AND HOPELESSNESS

EXERCISE 12.D: OVERCOMING HELPLESSNESS AND HOPELESSNESS

Therapist's Overview: SURFACE BEHAVIOR/INNER FEELINGS

EXERCISE 12.E: SURFACE BEHAVIOR/INNER FEELINGS

Therapist's Overview: THREE WAYS TO CHANGE THE WORLD

EXERCISE 12.F: THREE WAYS TO CHANGE THE WORLD

Therapist's Overview: UNMET EMOTIONAL NEEDS—IDENTIFICATION AND SATISFACTION

EXERCISE 12.G: UNMET EMOTIONAL NEEDS—IDENTIFICATION AND SATISFACTION

SECTION 13: DIVORCE REACTION

Therapist's Overview: IMPACT OF PARENTS’ SEPARATION/DIVORCE

EXERCISE 13.A: IMPACT OF PARENTS’ SEPARATION/DIVORCE

Therapist's Overview: INITIAL REACTION TO PARENTS’ SEPARATION

EXERCISE 13.B: INITIAL REACTION TO PARENTS’ SEPARATION

Therapist's Overview: MY THOUGHTS, FEELINGS, AND BELIEFS ABOUT DIVORCE

EXERCISE 13.C: MY THOUGHTS, FEELINGS, AND BELIEFS ABOUT DIVORCE

Therapist's Overview: STOP THE FIGHTING

EXERCISE 13.D: STOP THE FIGHTING

SECTION 14: EATING DISORDER

Therapist's Overview: BODY IMAGE

EXERCISE 14.A: BODY IMAGE

Therapist's Overview: FEARS BENEATH THE EATING DISORDER

EXERCISE 14.B: FEARS BENEATH THE EATING DISORDER

Therapist's Overview: PLAN AND EAT A MEAL

EXERCISE 14.C: PLAN AND EAT A MEAL

Therapist's Overview: REALITY: FOOD INTAKE, WEIGHT, THOUGHTS, AND FEELINGS

EXERCISE 14.D: REALITY: FOOD INTAKE, WEIGHT, THOUGHTS, AND FEELINGS

SECTION 15: GENDER DYSPHORIA

Therapist's Overview

EXERCISE 15.A: EXPLORING DEVELOPMENT OF GENDER IDENTITY

Therapist's Overview: CURRENT EXPERIENCE OF GENDER IDENTITY

EXERCISE 15.B: CURRENT EXPERIENCE OF GENDER IDENTITY

Therapist's Overview: GENDER IDENTITY: FUTURE ME

EXERCISE 15.C: GENDER IDENTITY: FUTURE ME

SECTION 16: GRIEF/LOSS UNRESOLVED

Therapist's Overview: CREATE A MEMORY ALBUM

EXERCISE 16.A: CREATE A MEMORY ALBUM

Therapist's Overview: GRIEF LETTER

EXERCISE 16.B: GRIEF LETTER

Therapist's Overview: HONORING THE ANNIVERSARY OF THE LOSS

EXERCISE 16.C: HONORING THE ANNIVERSARY OF THE LOSS

Therapist's Overview: MEMORIAL COLLAGE

EXERCISE 16.D: MEMORIAL COLLAGE

Therapist's Overview: MOVING CLOSER TO RESOLUTION

EXERCISE 16.E: MOVING CLOSER TO RESOLUTION

SECTION 17: INTELLECTUAL DISABILITY

Therapist's Overview: ACTIVITIES OF DAILY LIVING PROGRAM

EXERCISE 17.A: ACTIVITIES OF DAILY LIVING PROGRAM

ACTIVITIES OF DAILY LIVING CONTRACT

ACTIVITIES OF DAILY LIVING SHEET

Therapist's Overview: A SENSE OF BELONGING

EXERCISE 17.B: A SENSE OF BELONGING

RESPONSIBLE BEHAVIOR FORM

Therapist's Overview: HOPES AND DREAMS FOR YOUR CHILD

EXERCISE 17.C: HOPES AND DREAMS FOR YOUR CHILD

Therapist's Overview: SUPPORTIVE SERVICES FOR YOUR CHILD

EXERCISE 17.D: SUPPORTIVE SERVICES FOR YOUR CHILD

SECTION 18: LONELINESS

Therapist's Overview: WHAT DO I VALUE?

EXERCISE 18.A: WHAT DO I VALUE?

THE VALUE EXAMINATION FORM FOR TEENS

Therapist's Overview: PRACTICE BEING MINDFUL

EXERCISE 18.B: PRACTICE BEING MINDFUL

MINDFUL BREATHING EXERCISE

MINDFUL THOUGHTS EXERCISE

Therapist's Overview: FUSING AND DEFUSING: WHAT?

EXERCISE 18.C: FUSING AND DEFUSING: WHAT?

COGNITIVE DEFUSION TECHNIQUES

SECTION 19: LOW SELF‐ESTEEM

Therapist's Overview: MAINTAINING YOUR SELF‐ESTEEM

EXERCISE 19.A: MAINTAINING YOUR SELF‐ESTEEM

Therapist's Overview: RECOGNIZING YOUR ABILITIES, TRAITS, AND ACCOMPLISHMENTS

EXERCISE 19.B: RECOGNIZING YOUR ABILITIES, TRAITS, AND ACCOMPLISHMENTS

Therapist's Overview: THREE WAYS TO CHANGE YOURSELF

EXERCISE 19.C: THREE WAYS TO CHANGE YOURSELF

Therapist's Overview: THREE WISHES GAME

EXERCISE 19.D: THREE WISHES GAME

SECTION 20: MEDICAL CONDITION

Therapist's Overview: ATTITUDES ABOUT MEDICATION OR MEDICAL TREATMENT

EXERCISE 20.A: ATTITUDES ABOUT MEDICATION OR MEDICAL TREATMENT

Therapist's Overview: COPING WITH A SIBLING’S HEALTH PROBLEMS

EXERCISE 20.B: COPING WITH A SIBLING'S HEALTH PROBLEMS

Therapist's Overview: COPING WITH YOUR ILLNESS

EXERCISE 20.C: COPING WITH YOUR ILLNESS

SECTION 21: NEGATIVE PEER INFLUENCES

Therapist's Overview: CHOICE OF FRIENDS SURVEY

EXERCISE 21.A: CHOICE OF FRIENDS SURVEY

CLIENT FORM

Therapist's Overview: I WANT TO BE LIKE …

EXERCISE 21.B: I WANT TO BE LIKE …

Therapist's Overview: REASONS FOR NEGATIVE PEER GROUP INVOLVEMENT

EXERCISE 21.C: REASONS FOR NEGATIVE PEER GROUP INVOLVEMENT

SECTION 22: OBSESSIVE‐COMPULSIVE DISORDER (OCD)

Therapist's Overview: DECREASING WHAT YOU SAVE AND COLLECT

EXERCISE 22.A: DECREASING WHAT YOU SAVE AND COLLECT

Therapist's Overview: REFOCUS ATTENTION AWAY FROM OBSESSIONS AND COMPULSIONS

EXERCISE 22.B: REFOCUS ATTENTION AWAY FROM OBSESSIONS AND COMPULSIONS

SECTION 23: OPIOID USE

Therapist's Overview: HOW MY THOUGHTS AND FEELINGS LINK

EXERCISE 23.A: HOW MY THOUGHTS AND FEELINGS LINK

THE THOUGHT AND FEELINGS RECORD

Therapist's Overview: AM I READY FOR A CHANGE?

EXERCISE 23.B: AM I READY FOR A CHANGE?

Therapist's Overview: HOW DO I LIVE WITH CHRONIC PAIN?

EXERCISE 23.C: HOW DO I LIVE WITH CHRONIC PAIN?

PAIN MANAGEMENT ACTIVITY FORM

SECTION 24: OPPOSITIONAL DEFIANT DISORDER

Therapist's Overview: CHANGING SCHOOL RULES

EXERCISE 24.A: CHANGING SCHOOL RULES

Therapist's Overview: COOPERATIVE ACTIVITY

EXERCISE 24.B: COOPERATIVE ACTIVITY

Therapist's Overview: FILING A COMPLAINT

EXERCISE 24.C: FILING A COMPLAINT

Therapist's Overview: IF I COULD RUN MY FAMILY

EXERCISE 24.D: IF I COULD RUN MY FAMILY

Therapist's Overview: SWITCHING FROM DEFENSE TO OFFENSE

EXERCISE 24.E: SWITCHING FROM DEFENSE TO OFFENSE

SECTION 25: OVERWEIGHT/OBESITY

Therapist's Overview: DEVELOPING AND IMPLEMENTING A HEALTHIER DIET

EXERCISE 25.A: DEVELOPING AND IMPLEMENTING A HEALTHIER DIET

Therapist's Overview: INCREASING MY PHYSICAL ACTIVITY

EXERCISE 25.B: INCREASING MY PHYSICAL ACTIVITY

Therapist's Overview: MY EATING AND EXERCISE JOURNAL

EXERCISE 25.C: MY EATING AND EXERCISE JOURNAL

SECTION 26: PANIC/AGORAPHOBIA

Therapist's Overview: PANIC ATTACK RATING FORM

EXERCISE 26.A: PANIC ATTACK RATING FORM

PANIC ATTACK RATING FORM

Therapist's Overview: PANIC SURVEY

EXERCISE 26.B: PANIC SURVEY

SECTION 27: PARENTING

Therapist's Overview: EVALUATING THE STRENGTH OF YOUR PARENTING TEAM

EXERCISE 27.A: EVALUATING THE STRENGTH OF YOUR PARENTING TEAM

Therapist's Overview: ONE‐ON‐ONE

EXERCISE 27.B: ONE‐ON‐ONE

ONE‐ON‐ONE ACTIVITY FORM

Therapist's Overview: PARENTING REPORT CARD

EXERCISE 27.C: PARENTING REPORT CARD

Therapist's Overview: PARENTS UNDERSTAND THE ROOTS OF THEIR PARENTING METHODS

EXERCISE 27.D: PARENTS UNDERSTAND THE ROOTS OF THEIR PARENTING METHODS

Therapist's Overview: PLAN AND EVALUATE A FAMILY ACTIVITY

EXERCISE 27.E: PLAN AND EVALUATE A FAMILY ACTIVITY

Therapist's Overview: TRANSITIONING FROM PARENTING A CHILD TO PARENTING A TEEN

EXERCISE 27.F: TRANSITIONING FROM PARENTING A CHILD TO PARENTING A TEEN

SECTION 28: PEER/SIBLING CONFLICT

Therapist's Overview: CLONING THE PERFECT SIBLING

EXERCISE 28.A: CLONING THE PERFECT SIBLING

Therapist's Overview: HOW PARENTS RESPOND TO SIBLING RIVALRY

EXERCISE 28.B: HOW PARENTS RESPOND TO SIBLING RIVALRY

Therapist's Overview: NEGOTIATING A PEACE TREATY

EXERCISE 28.C: NEGOTIATING A PEACE TREATY

Therapist's Overview: WHY I FIGHT WITH MY PEERS

EXERCISE 28.D: WHY I FIGHT WITH MY PEERS

FURTHER CHALLENGES

SECTION 29: PHYSICAL/EMOTIONAL ABUSE VICTIM

Therapist's Overview: IDENTIFY THE NATURE OF THE ABUSE

EXERCISE 29.A: IDENTIFY THE NATURE OF THE ABUSE

Therapist's Overview: LETTER OF EMPOWERMENT

EXERCISE 29.B: LETTER OF EMPOWERMENT

Therapist's Overview: MY THOUGHTS AND FEELINGS

EXERCISE 29.C: MY THOUGHTS AND FEELINGS

Therapist's Overview: SELF‐ESTEEM BEFORE, DURING, AND AFTER ABUSE

EXERCISE 29.D: SELF‐ESTEEM BEFORE, DURING, AND AFTER ABUSE

Therapist's Overview: TAKE THE FIRST STEP

EXERCISE 29.E: TAKE THE FIRST STEP

SECTION 30: POSTTRAUMATIC STRESS DISORDER (PTSD)

Therapist's Overview: DESCRIBE THE TRAUMA AND YOUR FEELINGS

EXERCISE 30.A: DESCRIBE THE TRAUMA AND YOUR FEELINGS

Therapist's Overview: DESCRIBE YOUR PTSD SYMPTOMS

EXERCISE 30.B: DESCRIBE YOUR PTSD SYMPTOMS

Therapist's Overview: EFFECTS OF CHRONIC OR LONG‐TERM TRAUMA/STRESS

EXERCISE 30.C: EFFECTS OF CHRONIC OR LONG‐TERM TRAUMA/STRESS

Therapist's Overview: IMPACT OF FRIGHTENING OR DANGEROUS EVENT

EXERCISE 30.D: IMPACT OF FRIGHTENING OR DANGEROUS EVENT

SECTION 31: RUNAWAY

Therapist's Overview: AIRING YOUR GRIEVANCES

EXERCISE 31.A: AIRING YOUR GRIEVANCES

Therapist's Overview: ANOTHER PLACE TO LIVE

EXERCISE 31.B: ANOTHER PLACE TO LIVE

Therapist's Overview: DESCRIBE LIFE ON THE RUN

EXERCISE 31.C: DESCRIBE LIFE ON THE RUN

Therapist's Overview: HOME BY ANOTHER NAME

EXERCISE 31.D: HOME BY ANOTHER NAME

Therapist's Overview: UNDERCOVER ASSIGNMENT

EXERCISE 31.E: UNDERCOVER ASSIGNMENT

SECTION 32: SCHIZOPHRENIA SPECTRUM

Therapist's Overview: DESCRIBE YOUR HALLUCINATIONS

EXERCISE 32.A: DESCRIBE YOUR HALLUCINATIONS

Therapist's Overview: MY IRRATIONAL THOUGHTS

EXERCISE 32.B: MY IRRATIONAL THOUGHTS

Therapist's Overview: RECOGNIZING EARLY WARNING SIGNS

EXERCISE 32.C: RECOGNIZING EARLY WARNING SIGNS

SECTION 33: SEXUAL ABUSE PERPETRATOR

Therapist's Overview: CELEBRITY‐STYLE INTERVIEW

EXERCISE 33.A: CELEBRITY‐STYLE INTERVIEW

Therapist's Overview: EVALUATING MY TREATMENT PROGRESS

EXERCISE 33.B: EVALUATING MY TREATMENT PROGRESS

Therapist's Overview: GETTING STARTED

EXERCISE 33.C: GETTING STARTED

Therapist's Overview: NEGATIVE EFFECTS OF THE ABUSE

EXERCISE 33.D: NEGATIVE EFFECTS OF THE ABUSE

Therapist's Overview: YOUR FEELINGS AND BEYOND

EXERCISE 33.E: YOUR FEELINGS AND BEYOND

SECTION 34: SEXUAL ABUSE VICTIM

Therapist's Overview: DENIAL WITHIN THE FAMILY

EXERCISE 34.A DENIAL WITHIN THE FAMILY

Therapist's Overview: LETTER OF FORGIVENESS

EXERCISE 34.B: LETTER OF FORGIVENESS

Therapist's Overview: MY STORY

EXERCISE 34.C: MY STORY

Therapist's Overview: PERPETRATOR APOLOGY TO THE VICTIM

EXERCISE 34.D: PERPETRATOR APOLOGY TO THE VICTIM

Therapist's Overview: YOU ARE NOT ALONE

EXERCISE 34.E: YOU ARE NOT ALONE

SECTION 35: SEXUAL ORIENTATION CONFUSION

Therapist's Overview: DISCLOSING SAME‐SEX ORIENTATION

EXERCISE 35.A: DISCLOSING SAME‐SEX ORIENTATION

Therapist's Overview: PARENTS’ THOUGHTS AND FEELINGS ABOUT THEIR TEEN’S SEXUAL ORIENTATION

EXERCISE 35.B: PARENTS’ THOUGHTS AND FEELINGS ABOUT THEIR TEEN'S SEXUAL ORIENTATION

Therapist's Overview: UNSURE

EXERCISE 35.C: UNSURE

SECTION 36: SEXUAL PROMISCUITY

Therapist's Overview: CONNECTING SEXUAL BEHAVIOR WITH NEEDS

EXERCISE 36.A: CONNECTING SEXUAL BEHAVIOR WITH NEEDS

Therapist's Overview: LOOKING CLOSER AT MY SEXUAL BEHAVIOR

EXERCISE 36.B: LOOKING CLOSER AT MY SEXUAL BEHAVIOR

Therapist's Overview: PROS AND CONS OF HAVING SEX

EXERCISE 36.C: PROS AND CONS OF HAVING SEX

SECTION 37: SLEEP DISTURBANCE

Therapist's Overview: SLEEP ASSESSMENT

EXERCISE 37.A: SLEEP ASSESSMENT

MY CURRENT SLEEP PRACTICES

DAILY SLEEP RECORD

Therapist's Overview: MY PLAN FOR BETTER SLEEP

EXERCISE 37.B: MY PLAN FOR BETTER SLEEP

SLEEP INDUCTION PRACTICES TRACKING FORM

SECTION 38: SOCIAL ANXIETY

Therapist's Overview: DEVELOPING CONVERSATIONAL SKILLS

EXERCISE 38.A: DEVELOPING CONVERSATIONAL SKILLS

CONVERSATION LOG

Therapist's Overview: GREETING PEERS

EXERCISE 38.B: GREETING PEERS

GREETING LOG

Therapist's Overview: OBSERVE POSITIVE SOCIAL BEHAVIORS

EXERCISE 38.C: OBSERVE POSITIVE SOCIAL BEHAVIORS

SOCIAL SKILL OBSERVATION FORM

SOCIAL SKILL PERFORMANCE FORM

Therapist's Overview: SHOW YOUR STRENGTHS

EXERCISE 38.D: SHOW YOUR STRENGTHS

SECTION 39: SPECIFIC PHOBIA

Therapist's Overview: FINDING A STRATEGY TO MINIMIZE MY FEAR

EXERCISE 39.A: FINDING A STRATEGY TO MINIMIZE MY FEAR

Therapist's Overview: GRADUAL EXPOSURE TO FEAR

EXERCISE 39.B: GRADUAL EXPOSURE TO FEAR

Therapist's Overview: SCHOOL FEAR REDUCTION

EXERCISE 39.C: SCHOOL FEAR REDUCTION

SCHOOL ATTENDANCE CONTRACT

SECTION 40: SUBSTANCE USE

Therapist's Overview: KEEPING STRAIGHT

EXERCISE 40.A: KEEPING STRAIGHT

Therapist's Overview: MAINTAINING MY THERAPEUTIC GAINS

EXERCISE 40.B: MAINTAINING MY THERAPEUTIC GAINS

MY PLAN FOR MAINTAINING MY PROGRESS AND PREVENTING RELAPSE

Therapist's Overview: SAYING GOODBYE TO MY DRUG

EXERCISE 40.C: SAYING GOODBYE TO MY DRUG

Therapist's Overview: TAKING YOUR FIRST STEP

EXERCISE 40.D: TAKING YOUR FIRST STEP

Therapist's Overview: THE MANY CHANGES NECESSARY FOR RECOVERY

EXERCISE 40.E: THE MANY CHANGES NECESSARY FOR RECOVERY

Therapist's Overview: WELCOME TO RECOVERY

EXERCISE 40.F: WELCOME TO RECOVERY

SECTION 41: SUICIDAL IDEATION

Therapist's Overview: NO SELF‐HARM CONTRACT

EXERCISE 41.A: NO SELF‐HARM CONTRACT

NO SELF‐HARM CONTRACT

NO SELF‐HARM CONTRACT

Therapist's Overview: PAINFUL EFFECTS OF SUICIDE

EXERCISE 41.B: PAINFUL EFFECTS OF SUICIDE

Therapist's Overview: PAST AND PRESENT HURT—HOPE FOR THE FUTURE

EXERCISE 41.C: PAST AND PRESENT HURT—HOPE FOR THE FUTURE

Therapist's Overview: SYMBOLS OF SELF‐WORTH

EXERCISE 41.D: SYMBOLS OF SELF‐WORTH

APPENDIX A: ALTERNATE ASSIGNMENTS FOR PRESENTING PROBLEMS

ACADEMIC UNDERACHIEVEMENT

ADOPTION

ANGER CONTROL PROBLEMS

ANXIETY

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

AUTISM SPECTRUM DISORDER

BIPOLAR DISORDER

BLENDED FAMILY

BULLYING/AGGRESSION PERPETRATOR

APPENDIX B: ALPHABETICAL INDEX OF EXERCISES

END USER LICENSE AGREEMENT

Guide

Cover

Title Page

Copyright

Dedication

About the Downloadable Assignments

Practiceplanners

®

Series Preface

Acknowledgments

Table of Contents

Begin Reading

Appendix A: Alternate Assignments for Presenting Problems

Appendix B: Alphabetical Index of Exercises

End User License Agreement

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Wiley Practice Planners® Series

Treatment Planners

The Complete Adult Psychotherapy Treatment Planner, Sixth Edition

The Child Psychotherapy Treatment Planner, Sixth Edition

The Adolescent Psychotherapy Treatment Planner, Sixth Edition

The Addiction Treatment Planner, Sixth Edition

The Continuum of Care Treatment Planner

The Couples Psychotherapy Treatment Planner, with DSM-5 Updates, Second Edition

The Employee Assistance Treatment Planner

The Pastoral Counseling Treatment Planner

The Older Adult Psychotherapy Treatment Planner with DSM-5 Updates, Second Edition

The Behavioral Medicine Treatment Planner

The Group Therapy Treatment Planner

The Gay and Lesbian Psychotherapy Treatment Planner

The Family Therapy Treatment Planner, with DSM-5 Updates, Second Edition

The Severe and Persistent Mental Illness Treatment Planner, with DSM-5 Updates, Second Edition

The Mental Retardation and Developmental Disability Treatment Planner

The Social Work and Human Services Treatment Planner

The Crisis Counseling and Traumatic Events Treatments Planner, with DSM-5 Updates, Second Edition

The Personality Disorders Treatments Planner

The Rehabilitation Psychology Treatment Planner

The Special Education Treatment planner

The Juvenile Justice and Residential Care Treatment Planner

The School Counseling and School Social Work Treatment Planner, with DSM-5 Updates, Second Edition

The Sexual Abuse Victim and Sexual Offender Treatment Planner

The Probation and Parole Treatment Planner

The Psychopharmacology Treatment Planner

The Speech-Language Pathology Treatment Planner

The Suicide and Homicide Treatment Planner

The College Student Counseling Treatment Planner

The Parenting Skills Treatment Planner

The Early Childhood Intervention Treatment Planner

The Co-Occurring Disorders Treatment Planner

The Complete Women's Psychotherapy Treatment Planner

The Veterans and Active Duty Military Psychotherapy Treatment Planner, with DSM-5 Updates

Progress Notes Planners

The Child Psychotherapy Progress Notes Planner, Sixth Edition

The Adolescent Psychotherapy Progress Notes Planner, Sixth Edition

The Adult Psychotherapy Progress Notes Planner, Sixth Edition

The Addiction Progress Notes Planner, Sixth Edition

The Severe and Persistent Mental Illness Progress Notes Planner, Second Edition

The Couples Psychotherapy Progress Notes Planner, Second Edition

The Family Therapy Progress Notes Planner, Second Edition

The Veterans and Active Duty Military Psychotherapy Progress Notes Planner

Homework Planners

Couples Therapy Homework Planner, Second Edition

Family Therapy Homework Planner, Second Edition

Grief Counseling Homework Planner

Group Therapy Homework Planner

Divorce Counseling Homework Planner

School Counseling and School Social Work Homework Planner, Second Edition

Child Therapy Activity and Homework Planner

Addiction Treatment Homework Planner, Sixth Edition

Adolescent Psychotherapy Homework Planner, Sixth Edition

Adult Psychotherapy Homework Planner, Sixth Edition

Child Psychotherapy Homework Planner, Sixth Edition

Parenting Skills Homework Planner

Veterans and Active Duty Military Psychotherapy Homework Planner

Client Education Handout Planners

Adult Client Education Handout Planner

Child and Adolescent Client Education Handout Planner

Couples and Family Client Education Handout Planner

Complete Planners

The Complete Depression Treatment and Homework Planner

The Complete Anxiety Treatment and Homework Planner

Wiley PracticePlanners®

Adolescent Psychotherapy Homework Planner

Sixth Edition

Arthur E. Jongsma, Jr.

L. Mark Peterson

William P. McInnis

Timothy J. Bruce

Copyright © 2024 by John Wiley & Sons, Inc. All rights reserved.

Edition History: John Wiley & Sons, Inc. (5e, 2014; 2e, 2006; 1e, 1999)

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.

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Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc. is not associated with any product or vendor mentioned in this book.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

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Library of Congress Cataloging-in-Publication Data

Names: Jongsma, Arthur E., Jr., 1943- author. | Peterson, L. Mark, author. | McInnis, William P., author. | Bruce, Timothy J., author.

Title: Adolescent psychotherapy homework planner / Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis, Timothy J. Bruce.

Description: Sixth edition. | Hoboken, NJ : John Wiley & Sons, Inc., 2024. | Series: Practiceplanners series | Revised edition of: Adolescent psychotherapy homework planner / Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis. Fifth edition. [2014]. | Includes bibliographical references and index.

Identifiers: LCCN 2022044578 (print) | LCCN 2022044579 (ebook) | ISBN 9781119987642 (paperback) | ISBN 9781119987659 (adobe pdf) | ISBN 9781119987666 (epub)

Subjects: LCSH: Brief psychotherapy for teenagers—Problems, exercises, etc. | Brief psychotherapy for teenagers—Planning—Handbooks, manuals, etc.

Classification: LCC RJ503 .J659 2024 (print) | LCC RJ503 (ebook) | DDC 616.89/140835—dc23/eng/20221020

LC record available at https://lccn.loc.gov/2022044578

LC ebook record available at https://lccn.loc.gov/2022044579

Cover Design: WileyCover Images: © Ryan McVay/Getty Images

This book is dedicated to our mothers and mothers-in-law:

Phyllis McInnis

Joan Wieringa

Harmina Doot

Evelyn Landis

Dorothy Peterson

Judith E. Tyler

We recognize and appreciate the love, support, and guidance they have provided through our adolescence and into our adulthood.

ABOUT THE DOWNLOADABLE ASSIGNMENTS

Thank you for choosing the Wiley PracticePlanners® series. The website for the Adolescent Psychotherapy Homework Planner, Sixth Edition includes all the book's exercises in Word format for your convenience.

To access the assignments, please follow these steps:

Step 1

 Go to

www.wiley.com/go/hwpassignments

Step 2

 Enter your email address, the password provided below, and click “submit”

Password: adolescent2024

Step 3

 Select and download the listed exercises

If you need any assistance, please contact www.support.wiley.com.

PRACTICEPLANNERS® 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 (TheraScribe) in the PracticePlanners® series are designed to help practitioners fulfill these documentation requirements efficiently and professionally.

The PracticePlanners® series includes a wide array of treatment planning books, including not only the original Complete Adult Psychotherapy Treatment Planner, Child Psychotherapy Treatment Planner, Adolescent Psychotherapy Treatment Planner, and Addiction Treatment Planner all now in their sixth editions, but also Treatment Planners targeted to specialty areas of practice, including:

Behavioral medicine

Co-occurring disorders

College students

Couples therapy

Crisis counseling

Early childhood interventions

Employee assistance

Family therapy

Group therapy

Intellectual and developmental disabilities

Juvenile justice and residential care

LGBTQIA+ community

Older adults

Parenting skills

Pastoral counseling

Personality disorders

Probation and parole

Psychopharmacology

Rehabilitation/Neuropsychology

School counseling and school social work

Severe and persistent mental illness

Sexual abuse victims and offenders

Social work and human services

Special education

Speech–Language pathology

Suicide and homicide risk assessment

Veterans and active duty military

Women's issues

In addition, there are two branches of companion books that can be used in conjunction with the Treatment Planners, or on their own:

Progress Notes Planners

provide a menu of progress statements that elaborate on the client's symptom presentation and the provider's therapeutic intervention. Each

Progress Notes Planner

statement is directly integrated with the behavioral definitions and therapeutic interventions from its companion

Treatment Planner

.

Homework Planners

include homework assignments designed around each presenting problem (such as anxiety, depression, substance use, anger control problems, eating disorders, or panic disorder) that is the focus of a chapter in its corresponding

Treatment Planner

.

The Series also includes:

Evidence-Based Psychotherapy Treatment Planning Video Series

offers 12 sixty-minute programs that provide step-by-step guidance on how to use empirically supported treatments to inform the entire treatment planning process. In a viewer friendly manner, Drs. Art Jongsma and Tim Bruce discuss the steps involved in integrating evidence-based treatment (EBT) Objectives and Interventions into a treatment plan. The research support for the EBTs is summarized, and selected aspects of the EBTs are demonstrated in role-played counseling scenarios.

A companion Treatment Planning software product is also available:

TheraScribe

®

, the #1 selling treatment planning and clinical record-keeping software system for mental health professionals. TheraScribe

®

allows the user to import the data from any of the Treatment Planner, Progress Notes Planner, or Homework Planner books into the software’s expandable database to simply point and click to create a detailed, organized, individualized, and customizable treatment plan along with optional integrated progress notes and homework assignments. TheraScribe is available by calling 616-776-1745. Also, see

TheraScribe.com

for more information.

The goal of our series is to provide practitioners with the resources they need in order to provide high-quality care in the era of accountability. To put it simply: We seek to help you spend more time on patients and less time on paperwork.

Arthur E. Jongsma, Jr.Grand Rapids, Michigan

ACKNOWLEDGMENTS

We want to acknowledge and express appreciation to our wives—Judy, Cherry, Lynn, and Lori—who have supported us through the many years of the PracticePlanners series. We appreciate their willingness to read the manuscripts and offer helpful suggestions.

A. E. J.L. M. P.W. P. M.T. J. B.

INTRODUCTION

More and more therapists are assigning homework to their clients. Not only have short-term therapy models endorsed this practice, but the benefits are being recognized by many traditional therapists as well.

WHY HOMEWORK?

Assigning homework to psychotherapy clients is beneficial for several reasons. With the advent of managed care, which often requires shorter and fewer treatment sessions, therapists assign between-session homework to help maximize the effectiveness of briefer treatment. Homework is an extension of the treatment process, provides continuity, and allows the client to work between sessions on issues that are the focus of therapy. Homework can also be a tool for more fully engaging the client in the treatment process. Assignments place more responsibility on the client to resolve their presenting problems, counteracting the expectations that some clients may experience that it is the therapist alone who can cure them. For some, it even may bring a sense of self-empowerment.

Another added benefit of homework is that these assignments give the client the opportunity to implement and evaluate insights or coping behaviors that have been discussed in therapy sessions. Practice often heightens awareness of various issues. Furthermore, homework increases the expectation for the client to follow through with making changes rather than just talking about change. Exercises require participation, which creates a sense that the client is taking active steps toward change. Homework also allows the client to try new behaviors, bringing these experiences back to the next session for processing. Modifications can then be made to the client's thoughts, feelings, or behaviors as the homework is processed in the therapy session.

Occasionally, treatment processes can become vague and abstract. By adding focus and structure, homework assignments can reenergize treatment. Moreover, homework can increase the clients’ motivation to change as it provides something specific to work on. In addition, homework increases the involvement of family members and significant others in the client's treatment using assignments that call for their participation. Homework promotes more efficient treatment by encouraging the client to actively develop insights, positive self-talk, and coping behaviors between therapy sessions. Consequently, many clients express increased satisfaction with the treatment process when homework is given. They are empowered by doing something active that facilitates the change process, and it reinforces their sense of control over the problem. These advantages have made the assignment of therapeutic homework increasingly prevalent.

HOW TO USE THIS HOMEWORK PLANNER

Creating homework assignments and developing the printed forms for recording responses is a time-consuming process. This Adolescent Psychotherapy Homework Planner, which follows the lead of psychotherapeutic interventions suggested in The Adolescent Psychotherapy Treatment Planner, Sixth Edition (Jongsma, Peterson, McInnis, & Bruce, 2024), provides a menu of homework assignments that can easily be photocopied. In addition to the printed format, the assignments in this Planner are provided online (www.wiley.com/go/hwpassignments) to allow the therapist to access them on a computer and print them out as is or easily customize them to suit the client's individual needs and/or the therapist's style.

The assignments are grouped under presenting problems that are typical of those found in an adolescent population. These presenting problems are cross-referenced to every presenting problem found in The Adolescent Psychotherapy Treatment Planner, Sixth Edition. Although these assignments were created with a specific presenting problem in mind, don't feel locked in by a single problem–oriented chapter when searching for an appropriate assignment. Included with each exercise is a cross-referenced list of suggested presenting problems for which the assignment may be appropriate and useful called “Additional Problems for Which This Exercise May Be Most Useful.” This cross-referenced list can assist you in applying the homework assignments to other situations that may be relevant to your client's particular presenting problem.

A broader cross-referenced list of assignments is found in Appendix A: “Alternate Assignments for Presenting Problems.” Review this appendix to find relevant assignments beyond the two or three exercises found in any specific presenting problem chapter. For example, under the heading of Conduct Disorder/Delinquency in the Appendix, you will find 33 alternative assignments originally created for other presenting problems but relevant and easily adapted for use with a client struggling with conduct disorder issues. In this Appendix, every presenting problem is listed with relevant additional assignments from throughout the book. Remember, each assignment is available online and, therefore, can be quickly edited for use with a specific client. This modified assignment can be saved on your computer's hard disk for repeated later use.

This newest edition of the Adolescent Psychotherapy Homework Planner includes several important changes. A number of the homework assignments have been shortened and/or modified to make it more user friendly for the adolescent client. A few of the old homework assignments were omitted, but several new assignments have been added. The improvements in the Adolescent Psychotherapy Homework Planner, Sixth Edition, make it a valuable therapeutic tool/resource for the practicing clinician.

ABOUT THE ASSIGNMENTS

Some of the assignments are designed for the parents of an adolescent who is in treatment; others are for the client; still others are designed for the parents and adolescents to complete together. Therapists introduce the homework assignment with varying degrees of detail and client preparation. Recommendations regarding this preparation and postexercise discussion are made on the title page of each assignment under the heading “Suggestions for Processing This Exercise with the Client.”

Clinical judgment must be used to assess the appropriate developmental level necessary for a specific assignment, as well as choosing the homework assignments that focus on relevant issues for the client. The title page of each assignment contains a section on “Goals of the Exercise” to guide you in your selection of relevant homework for your client. Remember, all assignments can be modified as necessary for the individual client.

CARRYING OUT THE ASSIGNMENT

It is recommended that you review the entire book to familiarize yourself with the broad nature of the type and focus of the various homework exercises. Select a specific assignment from a chapter titled with your client's presenting problem or from the alternative list in Appendix A, and then review the list of homework goals. Assigning therapy homework is just a beginning step in the therapy treatment process. Carrying out the assignment requires a follow-up exploration of the assignment's impact on the client's thoughts, feelings, and behavior. What are the results? Was this assignment useful to the client? Can it be redesigned or altered for better results? Examine and search for new and creative ways to actively engage your client in participating in this homework process.

Arthur E. Jongsma, Jr.L. Mark PetersonWilliam P. McInnisTimothy J. Bruce

SECTION 1: ACADEMIC UNDERACHIEVEMENT

Therapist's OverviewATTITUDES ABOUT HOMEWORK

GOALS OF THE EXERCISE

Assess the family dynamics or stressors that contribute to the client's resistance to completing homework assignments.

Parents decrease the frequency and intensity of arguments with the client over issues related to school performance and homework.

Assist in developing a plan to increase the frequency of completion of homework assignments.

Complete homework assignments on a regular, consistent basis.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

Attention‐Deficit/Hyperactivity Disorder (ADHD)

Oppositional Defiant

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

This exercise is designed for adolescent clients who have frequent arguments with their parents and/or have difficulty completing their homework. The purpose of the exercise is to assess family dynamics surrounding the issue of homework. The parents and client are both required to read three vignettes and respond to their respective questionnaires. The therapist reviews their responses in the follow‐up therapy sessions to formulate a plan that will help the client to complete their homework more often, as well as reduce the degree of emotional intensity surrounding this issue. Beware: The client who has difficulty completing their school homework may very well have difficulty completing this therapy homework assignment. The client's resistance to completing the homework assignment may be processed either before or after the homework assignment is given.

EXERCISE 1.AATTITUDES ABOUT HOMEWORK

Families differ widely over how they deal with the issue of homework. In some homes, homework is an issue that precipitates heated arguments between parents and teenagers. In other homes, teenagers experience very few problems with their parents about homework. The following three case studies describe different family scenes focusing on the issue of homework. As you read the case studies, consider how your family may be similar to or different from the families described in dealing with homework issues. After you finish reading the three case studies, please complete the appropriate questionnaire.

FAMILY SCENE I

“I don't have any homework,” Jimmy Keller angrily told his father, “and I'm tired of you always nagging me about it!”

Irritated, Mr. Keller replied, “Well, I wouldn't always have to check up on your schoolwork if you would just be responsible and do it. I got a call from Mr. Smith, your math teacher, and he says you have four incomplete assignments. What's up with that?”

“Nothing's up with that,” Jimmy responded in exasperation. “I've already turned them in. I did them in—”

Mr. Keller cut his son off, “You told me that when I got a call from your science teacher. Then I went to conferences and found out that you hadn't turned several assignments in. How can I trust you?” The argument continued for a few more minutes before Mr. Keller threw up his arms in frustration and said, “I give up!”

Jimmy stormed to his room, too angry to even try to do his homework. He called a friend instead.

FAMILY SCENE II

“Mom, it's just a rough draft. It's not the final copy. I just wanted to know whether you thought my ideas sounded good,” Kimberly expressed in frustration. “You don't have to be so critical about the spelling and punctuation errors. I'll correct those later on the computer.”

Pat, Kimberly's mother, said, “You don't have to be so defensive. I'm just trying to help save you time by pointing out the mistakes now. Besides, you don't always recheck your essays for spelling errors.”

Kimberly rolled her eyes and thought to herself, “Why did I even bring the essay to her? She's always so picky about the smallest mistakes.”

Sensing her daughter's irritation, Pat told her, “Don't roll your eyes at me. I wouldn't have to be so picky if you would just learn to recheck your work.”

“Fine,” Kimberly said, gritting her teeth. “Just give me the paper and I'll make the corrections.” Kimberly snatched the paper from her mother's hand and walked out of the room.

FAMILY SCENE III

Eric's mother came into the kitchen carrying two bags of groceries. She said, “Oh, hi, Eric. I see you've already gotten a jump on your homework. Good for you.”

Eric smiled and said, “Yeah, I wanted to get it done before the basketball game tonight. Michael called and asked if I wanted to go to the game with him. Is that okay?”

Eric's mother said, “Sure, if you get your homework done, you can go. And I want you to know that I appreciate it so much that you are taking responsibility for getting your homework done without me having to hassle you constantly. You're a neat kid.” Eric completed his homework and called his friend Michael to get a ride to the game.

CLIENT QUESTIONNAIRE

How would you describe a common scene in your home over the issue of homework? How is your family situation either similar to or different from the family scenes described? 

Similar: 

Different:  

Describe your typical attitude about doing homework.  

How would your parents describe your attitude about getting your homework done?  

What role have your parents taken with your homework?  

If you were free to say anything to your parents about their attitude about your doing homework, what would it be?  

If there is tension in your home about this issue, what can you do to help decrease the tension?  

What self‐defeating behaviors can you stop doing to help complete your homework?  

What do you think your parents can do to help decrease the tension?  

What changes can you make to complete your homework regularly? __________

What things can your parents do to help you regularly complete your homework?

Be sure to bring this homework to your next session with your therapist, and be prepared to talk about your thoughts and feelings about this exercise.

PARENT QUESTIONNAIRE

How would you describe a common scene in your home over the issue of homework? How is your family situation either similar to or different from the family scenes described?

Similar:  

Different:  

How would you describe your adolescent's attitude about doing homework?  

Describe your attitude regarding your adolescent's completing homework.

How would your adolescent describe your attitude about their doing homework?  

What role have you taken in regard to your adolescent's doing homework?

If you were free to say anything to your adolescent about their attitude toward completing homework, what would it be?  

What changes can your adolescent make to complete their homework regularly?  

What self‐defeating behaviors can you stop doing to help decrease the tension with your adolescent over the issue of homework?  

What changes can you make to help your adolescent complete homework regularly?

Be sure to bring this homework to your next session with your therapist, and be prepared to talk about your thoughts and feelings about this exercise.

Therapist's OverviewBREAK IT DOWN INTO SMALL STEPS

GOALS OF THE EXERCISE

Complete large projects or long‐term assignments on time.

Implement effective study skills that increase the frequency of completion of school assignments.

Improve organizational skills by breaking down projects into smaller steps.

Receive rewards for successfully completing projects.

Avoid the pattern of procrastinating or “waiting until the last minute” to begin working on a large or long‐term project.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

Attention‐Deficit/Hyperactivity Disorder (ADHD)

Bipolar Disorder

Oppositional Defiant

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

This homework assignment is designed to assist adolescents with a learning disability, history of underachievement, or an Attention‐Deficit/Hyperactivity Disorder to complete their large or long‐term projects. The therapist, parents, and client are encouraged to sit down as a team to break down projects into smaller steps and then set a deadline for each step. Consultation with the client's teacher is strongly encouraged to help identify the different steps. Encourage the parents and client to implement a reward system to positively reinforce the client for successfully completing each step. It is recommended that the final reward for completing the entire project on time be of greater value or significance than the rewards for completing the smaller steps. Negative consequences may also be used if the client fails to complete a step by the specified time period.

EXERCISE 1.BBREAK IT DOWN INTO SMALL STEPS

Are you tired of rushing around at the last minute or cramming the night before to complete a long‐term project that you have been given plenty of time to complete? If so, then this exercise will assist you in completing your large or long‐term projects in a more timely manner. You are encouraged to meet with your parents, teachers, and therapist shortly after you are assigned a large project to help break down the task into smaller steps. In this way, you will avoid the pattern of procrastinating or putting the project off until the last minute. The project will become more manageable, and you will experience less anxiety or stress. Place this assignment sheet in your notebook to remind you of the steps that need to be completed before you turn in the entire project.

First, identify the project that needs to be completed.

Name of project:  

Class:  

Final deadline:  

Break the project down into several smaller steps. Establish a deadline for each separate step.

Step

Target Deadline

1.

________________________________

________________________________

2.

________________________________

________________________________

3.

________________________________

________________________________

4.

________________________________

________________________________

5.

________________________________

________________________________

6.

________________________________

________________________________

7.

________________________________

________________________________

Sit down with your parents, teachers, or therapist and identify a reward for successfully accomplishing each step on or before the deadline. The reward may be the same for each step. Record the date you completed each step and the reward you received in the following spaces.

Actual Completion Date

Reward

1.

________________________________

________________________________

2.

________________________________

________________________________

3.

________________________________

________________________________

4.

________________________________

________________________________

5.

________________________________

________________________________

6.

________________________________

________________________________

7.

________________________________

________________________________

Develop a list of negative consequences for the times when you do not meet your deadline. Record the date you completed the step and the negative consequence you received for not completing it on time in the following spaces.

Late Completion Date

Negative Consequence

1

.  ________________________________

________________________________

2

.  ________________________________

________________________________

3

.  ________________________________

________________________________

4

.  ________________________________

________________________________

5

.  ________________________________

________________________________

6

.  ________________________________

________________________________

7

.  ________________________________

________________________________

Identify a grand reward for completing the entire project on or before the final deadline:

Please respond to the following questions after you have completed and turned in your entire project (and also if you were not successful in turning the assignment in on time).

What motivated you to complete each step?  

Were you more motivated by trying to get the rewards or trying to avoid the negative consequences?  

What obstacles or frustrations did you face along the way?  

What helped you overcome or work around the obstacles or frustrations?  

How did you feel about yourself after you completed each step? How about after you completed the entire project?  

What did you learn about yourself and about organization in doing this project?  

Therapist's OverviewGOOD GRADE/BAD GRADE INCIDENT REPORTS

GOALS OF THE EXERCISE

Explore factors contributing to either good or bad grades on an assignment or test.

Implement effective study skills that increase the frequency of completion of school assignments and improve academic performance.

Identify how specific responsible actions lead to improvements in academic performance.

Attain and maintain a level of academic performance that is commensurate with level of ability.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

Anxiety

Attention‐Deficit/Hyperactivity Disorder (ADHD)

Conduct Disorder/Delinquency

Oppositional Defiant Disorder

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT

In this assignment, the client is asked to complete either a Good Grade or Bad Grade Incident Report to identify the factors that contributed to their receiving either a good or bad grade. The incident forms will help to identify the strategies or positive study skills that they will need to utilize on a regular basis to achieve and/or maintain a level of performance that is equal to their ability level. The assignment will also help the client begin to take ownership of their grades or school performance. The client should be reinforced for taking personal responsibility for doing what is necessary to receive good grades. The assignment may also identify emotional factors or social pressures that contribute to their poor grades. The therapist should consider using the incident reports in the therapy sessions with clients who have a learning disability. Teachers or school officials can also be asked to help the client complete these forms.

EXERCISE 1.CGOOD GRADE/BAD GRADE INCIDENT REPORTS

GOOD GRADE INCIDENT REPORT

Please give a recent example of when you received a good grade on a test or assignment. What grade did you receive? In what class did you receive the good grade?

Which of these factors and/or strategies helped you to receive the good grade? (Please check all that apply.)

______

 Motivation/desire to do well

______

 Studied in advance

______

 Reviewed material more than once

______

 Broke assignment down into small steps over time

______

 Studied with a friend or other student

______

 Received help from an adult tutor

______

 Received tutoring from a peer

______

 Asked teacher in class for help to better understand subject

______

 Met with teacher after class or before school

______

 Asked parent for help

______

 Called a friend for help

______

 Other (please identify) ________________________________________ ________________________________________

How did you feel after receiving the good grade?

How did your parent(s) or teacher(s) react to your good grade?

In what other class(es) can you use these strategies to improve your grade?

BAD GRADE INCIDENT REPORT

Please give a recent example of when you received a bad grade on a test or assignment. What grade did you receive? What class did you receive the poor grade in?

What factors contributed to your bad grade on the test or assignment? (Please check all that apply.)

______

 Lack of study or preparation

______

 Did not study properly

______

 Laziness/lack of interest

______

 Forgot to study for the test

______

 Studied at last minute or did not give self enough time to complete assignment

______

 Chose to have fun instead of study

______

 Rushed through assignment or test/failed to review answers

______

 Made careless mistakes

______

 Do not want to be viewed as nerd or geek if I make a good grade

______

 Did not understand material or subject

______

 Did not seek out help from teachers/parents

______

 Too much homework in other class(es)

______

 Distracted by outside problems or stress

______

 Test anxiety

______

 Too much pressure to achieve by parents or others

______

 Do not want to be expected to get good grades all the time

______

 Other (please describe) ________________________________________ ________________________________________

How did you feel about yourself after receiving the bad grade?

How did your parent(s) or teacher(s) react to your bad grade?

What could you do differently in the future to receive a better grade in this class?

SECTION 2: ADOPTION

Therapist's OverviewBEGINNING A SEARCH FOR BIRTH PARENTS

GOALS OF THE EXERCISE

Confront the issues connected to searching for birth parents.

Identify dreams, hopes, and expected outcomes of the search.

Increase emotional preparedness for beginning the search for birth parents.

Verbalize anxieties associated with the search for the biological parents.

ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL

None

SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT