Child Psychotherapy Homework Planner E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Practice Planners
- Sprache: Englisch
Beneficial take-home assignments for young psychotherapy clients and their parents The Child Psychotherapy Homework Planner, Sixth Edition provides ready-to-use, between-session assignments designed to fit most therapeutic modes. Organized by presenting problem, this homework planner covers 36 issues, including anxiety, depression, adoption, academic underachievement, ADHD, low self-esteem, and PTSD. In this new edition, the homework assignments have been modified to be more accessible to children. Assignment sheets can be easily photocopied, and they are also available online to download and print--making client-specific modification simple. This easy-to-use sourcebook features: * Nearly 100 ready-to-copy exercises covering the most common issues encountered by children * A format that's easy to navigate, including cross-references to alternate assignments that are relevant across multiple presentations * Expert guidance on how and when to make the most efficient use of the exercises * Clearly referenced correspondence with the The Child Psychotherapy Treatment Planner for a complete treatment approach The Child Psychotherapy Homework Planner is a high-quality resource that practitioners can use to improve care and accountability. This is a valuable planner that will save therapists time on office work so they can focus on patients.
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Seitenzahl: 515
Veröffentlichungsjahr: 2023
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Table of Contents
COVER
TITLE PAGE
COPYRIGHT
DEDICATION
ABOUT THE DOWNLOADABLE ASSIGNMENTS
WILEY PRACTICE
PLANNERS
®
SERIES PREFACE
ACKNOWLEDGMENTS
INTRODUCTION
SECTION 1: ACADEMIC UNDERACHIEVEMENT
Therapist's Overview: ESTABLISH A HOMEWORK ROUTINE
EXERCISE 1.A: ESTABLISH A HOMEWORK ROUTINE
Therapist's Overview: POSITIVE SELF-STATEMENTS
EXERCISE 1.B: POSITIVE SELF-STATEMENTS
Therapist's Overview: READING ADVENTURE
EXERCISE 1.C: READING ADVENTURE
READING LOG
READING CONTRACT
SECTION 2: ADOPTION
Therapist's Overview: QUESTIONS AND CONCERNS ABOUT BEING ADOPTED
EXERCISE 2.A: QUESTIONS AND CONCERNS ABOUT BEING ADOPTED
Therapist's Overview: SOME THINGS I WOULD LIKE YOU TO KNOW ABOUT ME
EXERCISE 2.B: SOME THINGS I WOULD LIKE TO KNOW ABOUT MY PARENTS
SOME THINGS I WOULD LIKE MY PARENTS TO KNOW ABOUT ME
SECTION 3: ANGER CONTROL PROBLEMS
Therapist's Overview: ANGER CONTROL
EXERCISE 3.A: ANGER CONTROL
POSITIVE INCIDENT REPORT
NEGATIVE INCIDENT REPORT
ANGER CONTROL CONTRACT
Therapist's Overview: CHILD ANGER CHECKLIST
EXERCISE 3.B: CHILD ANGER CHECKLIST
CHILD ANGER CHECKLIST
Therapist's Overview: THE LESSON OF SALMON ROCK … FIGHTING LEADS TO LONELINESS
EXERCISE 3.C: THE LESSON OF SALMON ROCK … FIGHTING LEADS TO LONELINESS
THE LESSON OF SALMON ROCK … FIGHTING LEADS TO LONELINESS
SECTION 4: ANXIETY
Therapist's Overview: AN ANXIOUS STORY
EXERCISE 4.A: AN ANXIOUS STORY
Therapist's Overview: DEEP BREATHING EXERCISE
EXERCISE 4.B: DEEP BREATHING EXERCISE
Therapist's Overview: FINDING AND LOSING YOUR ANXIETY
EXERCISE 4.C: FINDING AND LOSING YOUR ANXIETY
Therapist's Overview: WORRY TIME
EXERCISE 4.D: WORRY TIME
DAILY WORRY TIME LOG
SECTION 5: ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)
Therapist's Overview: GETTING IT DONE
EXERCISE 5.A: GETTING IT DONE
DAILY SCHOOL REPORT
WEEKLY SCHOOL REPORT
SCHOOL CONTRACT
Therapist's Overview: PROBLEM-SOLVING EXERCISE
EXERCISE 5.B: PROBLEM-SOLVING EXERCISE
Therapist's Overview: SOCIAL SKILLS EXERCISE
EXERCISE 5.C: SOCIAL SKILLS EXERCISE
SOCIAL SKILLS SELF-MONITORING FORM
SOCIAL SKILLS CONTRACT
Therapist's Overview: REASONS FOR NEGATIVE ATTENTION-SEEKING BEHAVIORS
EXERCISE 5.D: REASONS FOR NEGATIVE ATTENTION-SEEKING BEHAVIORS
SECTION 6: AUTISM SPECTRUM DISORDER (ASD)
Therapist's Overview: INITIAL REACTION TO DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ASD)
EXERCISE 6.A: INITIAL REACTION TO DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ASD)
Therapist's Overview: REACTION TO CHANGE AND EXCESSIVE STIMULATION
EXERCISE 6.B: REACTION TO CHANGE AND EXCESSIVE STIMULATION
SECTION 7: BLENDED FAMILY
Therapist's Overview: BLENDED FAMILY SENTENCE COMPLETION
EXERCISE 7.A: BLENDED FAMILY SENTENCE COMPLETION
Therapist's Overview: INTERVIEWING MY NEW FAMILY MEMBER
EXERCISE 7.B: INTERVIEWING MY NEW FAMILY MEMBER
INTERVIEWING MY NEW FAMILY MEMBER
Therapist's Overview: THOUGHTS AND FEELINGS ABOUT PARENT'S LIVE-IN PARTNER
EXERCISE 7.C: THOUGHTS AND FEELINGS ABOUT PARENT'S LIVE-IN PARTNER
SECTION 8: BULLYING/AGGRESSION PERPETRATOR
Therapist's Overview: APOLOGY LETTER FOR BULLYING
EXERCISE 8.A: APOLOGY LETTER FOR BULLYING
Therapist's Overview: BULLYING INCIDENT REPORT
EXERCISE 8.B: BULLYING INCIDENT REPORT
SECTION 9: BULLYING/AGGRESSION VICTIM
Therapist's Overview: CALM RESPONSE TO VERBAL BULLYING
EXERCISE 9.A: CALM RESPONSE TO VERBAL BULLYING
Therapist's Overview: IDENTIFY IMPACT OF BULLYING
EXERCISE 9.B: IDENTIFY IMPACT OF BULLYING
Therapist's Overview: PREPARATION TO RECEIVE APOLOGY FOR BULLYING
EXERCISE 9.C: PREPARATION TO RECEIVE APOLOGY FOR BULLYING
SECTION 10: CONDUCT DISORDER/DELINQUENCY
Therapist's Overview: BUILDING EMPATHY
EXERCISE 10.A: BUILDING EMPATHY
Therapist's Overview: CHILDHOOD PATTERNS OF STEALING
EXERCISE 10.B: CHILDHOOD PATTERNS OF STEALING
Therapist's Overview: CONCERNS ABOUT PARENT'S DRUG OR ALCOHOL PROBLEM
EXERCISE 10.C: CONCERNS ABOUT PARENT'S DRUG OR ALCOHOL PROBLEM
Therapist's Overview: RISK FACTORS LEADING TO CHILD BEHAVIOR PROBLEMS
EXERCISE 10.D: RISK FACTORS LEADING TO CHILD BEHAVIOR PROBLEMS
SECTION 11: DEPRESSION
Therapist's Overview: CHILDHOOD DEPRESSION SURVEY
EXERCISE 11.A: CHILDHOOD DEPRESSION SURVEY
Therapist's Overview: REPLACE NEGATIVE THOUGHTS WITH POSITIVE SELF-TALK
EXERCISE 11.B: REPLACE NEGATIVE THOUGHTS WITH POSITIVE SELF-TALK
Therapist's Overview: SURFACE BEHAVIOR/INNER FEELINGS
EXERCISE 11.C: SURFACE BEHAVIOR/INNER FEELINGS
Therapist's Overview: THREE WAYS TO CHANGE THE WORLD
EXERCISE 11.D: THREE WAYS TO CHANGE THE WORLD
SECTION 12: DISRUPTIVE MOOD DYSREGULATION DISORDER (DMDD)
Therapist's Overview: FINDING WAYS TO GET POSITIVE ATTENTION
EXERCISE 12.A: FINDING WAYS TO GET POSITIVE ATTENTION
POSITIVE ATTENTION FORM
Therapist's Overview: PRACTICE BEING MINDFUL
EXERCISE 12.B: PRACTICE BEING MINDFUL
Therapist's Overview: LET'S GO “STOP”
EXERCISE 12.C: USING “STOP” SKILLS
“STOP” SKILLS FORM
NOTE
SECTION 13: DIVORCE REACTION
Therapist's Overview: FEELINGS AND FACES GAME
EXERCISE 13.A: FEELINGS AND FACES GAME
FEELINGS AND FACES GAME
FEELINGS AND FACES GAME
Therapist's Overview: MY THOUGHTS AND FEELINGS ABOUT MY PARENTS' DIVORCE
EXERCISE 13.B: MY THOUGHTS AND FEELINGS ABOUT MY PARENTS' DIVORCE
SECTION 14: ENURESIS/ENCOPRESIS
Therapist's Overview: BLADDER RETENTION TRAINING PROGRAM
EXERCISE 14.A: BLADDER RETENTION TRAINING PROGRAM
BLADDER RETENTION TRAINING CONTRACT
Therapist's Overview: BOWEL CONTROL TRAINING PROGRAM
EXERCISE 14.B: BOWEL CONTROL TRAINING PROGRAM
BOWEL CONTROL INCIDENT REPORT
BOWEL CONTROL CONTRACT
Therapist's Overview: DRY BED TRAINING PROGRAM
EXERCISE 14.C: DRY BED TRAINING PROGRAM
DRY NIGHT TRAINING CONTRACT
SECTION 15: FIRE SETTING
Therapist's Overview: FIREPROOFING YOUR HOME AND FAMILY
EXERCISE 15.A: FIREPROOFING YOUR HOME AND FAMILY
STEP 3 CHART
Therapist's Overview: WHEN A FIRE HAS NO FUEL
EXERCISE 15.B: WHEN A FIRE HAS NO FUEL
SECTION 16: GENDER DYSPHORIA
Therapist's Overview: I WANT TO BE LIKE …
EXERCISE 16.A: I WANT TO BE LIKE …
Therapist's Overview: EXPLORING THE GROWTH OF MY GENDER IDENTITY
EXERCISE 16.B: EXPLORING THE GROWTH OF MY GENDER IDENTITY
Therapist's Overview: MY GENDER IDENTITY
EXERCISE 16.C: MY GENDER IDENTITY
SECTION 17: GRIEF/LOSS UNRESOLVED
Therapist's Overview: CREATE A MEMORY ALBUM
EXERCISE 17.A: CREATE A MEMORY ALBUM
Therapist's Overview: GRIEF LETTER
EXERCISE 17.B: GRIEF LETTER
Therapist's Overview: PETEY'S JOURNEY THROUGH SADNESS
EXERCISE 17.C: PETEY'S JOURNEY THROUGH SADNESS
PETEY'S JOURNEY THROUGH SADNESS
SECTION 18: INTELLECTUAL DISABILITY
Therapist's Overview: ACTIVITIES OF DAILY LIVING PROGRAM
EXERCISE 18.A: ACTIVITIES OF DAILY LIVING PROGRAM
ACTIVITIES OF DAILY LIVING CONTRACT
ACTIVITIES OF DAILY LIVING SHEET
Therapist's Overview: A SENSE OF BELONGING
EXERCISE 18.B: A SENSE OF BELONGING
RESPONSIBLE BEHAVIOR FORM
SECTION 19: LOW SELF-ESTEEM
Therapist's Overview: DIXIE OVERCOMES HER FEARS
EXERCISE 19.A: DIXIE OVERCOMES HER FEARS
DIXIE OVERCOMES HER FEARS
Therapist's Overview: LEARN FROM YOUR MISTAKES
EXERCISE 19.B: LEARN FROM YOUR MISTAKES
Therapist's Overview: SYMBOLS OF SELF-WORTH
EXERCISE 19.C: SYMBOLS OF SELF-WORTH
Therapist's Overview: THREE WAYS TO CHANGE YOURSELF
EXERCISE 19.D: THREE WAYS TO CHANGE YOURSELF
Therapist's Overview: THREE WISHES GAME
EXERCISE 19.E: THREE WISHES GAME
SECTION 20: LYING/MANIPULATIVE
Therapist's Overview: BAD CHOICE—LYING TO COVER UP ANOTHER LIE
EXERCISE 20.A: BAD CHOICE—LYING TO COVER UP ANOTHER LIE
Therapist's Overview: THE VALUE OF HONESTY
EXERCISE 20.B: THE VALUE OF HONESTY
THE VALUE OF HONESTY QUESTIONNAIRE
Therapist's Overview: TRUTHFUL/LYING INCIDENT REPORTS
EXERCISE 20.C: TRUTHFUL/LYING INCIDENT REPORTS
TRUTHFUL/LYING INCIDENT REPORTS
SECTION 21: MEDICAL CONDITION
Therapist's Overview: DEALING WITH CHILDHOOD ASTHMA
EXERCISE 21.A: DEALING WITH CHILDHOOD ASTHMA
DEALING WITH CHILDHOOD ASTHMA
Therapist's Overview: GAINING ACCEPTANCE OF PHYSICAL DISABILITY OR ILLNESS
EXERCISE 21.B: GAINING ACCEPTANCE OF PHYSICAL DISABILITY OR ILLNESS
SECTION 22: OBSESSIVE-COMPULSIVE DISORDER (OCD)
Therapist's Overview: CONCERNS, FEELINGS, AND HOPES ABOUT OCD
EXERCISE 22.A: CONCERNS, FEELINGS, AND HOPES ABOUT OCD
Therapist's Overview: REFOCUSING
EXERCISE 22.B: REFOCUSING
REFOCUSING INCIDENT REPORT
Therapist's Overview: EXPOSURE AND RESPONSE PREVENTION
EXERCISE 22.C: EXPOSURE AND RESPONSE PREVENTION
SECTION 23: OPPOSITIONAL DEFIANT
Therapist's Overview: FILING A COMPLAINT
EXERCISE 23.A: FILING A COMPLAINT
Therapist's Overview: IF I COULD RUN MY FAMILY
EXERCISE 23.B: IF I COULD RUN MY FAMILY
Therapist's Overview: SHARE A FAMILY MEAL
EXERCISE 23.C: SHARE A FAMILY MEAL
FAMILY MEAL RATING FORM
FAMILY MEAL CONTRACT
FAMILY MEAL QUESTIONNAIRE
Therapist's Overview: SWITCHING FROM DEFENSE TO OFFENSE
EXERCISE 23.D: SWITCHING FROM DEFENSE TO OFFENSE
SECTION 24: OVERWEIGHT/OBESITY
Therapist's Overview: DEVELOPING AND IMPLEMENTING A HEALTHIER DIET
EXERCISE 24.A: DEVELOPING AND IMPLEMENTING A HEALTHIER DIET
Therapist's Overview: INCREASING MY PHYSICAL ACTIVITY
EXERCISE 24.B: INCREASING MY PHYSICAL ACTIVITY
Therapist's Overview: MY EATING AND EXERCISE JOURNAL
EXERCISE 24.C: MY EATING AND EXERCISE JOURNAL
SECTION 25: PARENTING
Therapist's Overview: BEING A CONSISTENT PARENT
EXERCISE 25.A: BEING A CONSISTENT PARENT
Therapist's Overview: PICKING YOUR BATTLES
EXERCISE 25.B: PICKING YOUR BATTLES
SECTION 26: PEER/SIBLING CONFLICT
Therapist's Overview: JOSEPH, HIS “AMAZING TECHNICOLOR COAT,” AND MORE
EXERCISE 26.A: JOSEPH, HIS “AMAZING TECHNICOLOR COAT,” AND MORE
Therapist's Overview: NEGOTIATING A PEACE TREATY
EXERCISE 26.B: NEGOTIATING A PEACE TREATY
SECTION 27: PHYSICAL/EMOTIONAL ABUSE VICTIM
Therapist's Overview: LETTER OF EMPOWERMENT
EXERCISE 27.A: LETTER OF EMPOWERMENT
Therapist's Overview: MY THOUGHTS AND FEELINGS
EXERCISE 27.B: MY THOUGHTS AND FEELINGS
SECTION 28: POSTTRAUMATIC STRESS DISORDER (PTSD)
Therapist's Overview: FINDING MY TRIGGERS
EXERCISE 28.A: FINDING MY TRIGGERS
Therapist's Overview: PTSD INCIDENT REPORT
EXERCISE 28.B: PTSD INCIDENT REPORT
PTSD INCIDENT REPORT
SECTION 29: REACTIVE ATTACHMENT/DISINHIBITED SOCIAL ENGAGEMENT DISORDER
Therapist's Overview: ATTACHMENT SURVEY
EXERCISE 29.A: ATTACHMENT SURVEY
Therapist's Overview: BUILDING RELATIONSHIPS
EXERCISE 29.B: BUILDING RELATIONSHIPS
SECTION 30: SCHOOL REFUSAL
Therapist's Overview: A PLEASANT JOURNEY
EXERCISE 30.A: A PLEASANT JOURNEY
A PLEASANT JOURNEY
Therapist's Overview: LETTER OF ENCOURAGEMENT
EXERCISE 30.B: LETTER OF ENCOURAGEMENT
Therapist's Overview: SCHOOL FEAR REDUCTION
EXERCISE 30.C: SCHOOL FEAR REDUCTION
SCHOOL ATTENDANCE CONTRACT
SECTION 31: SEPARATION ANXIETY
Therapist's Overview: EXPLORE YOUR WORLD
EXERCISE 31.A: EXPLORE YOUR WORLD
Therapist's Overview: PARENTS' TIME AWAY
EXERCISE 31.B: PARENTS' TIME AWAY
SECTION 32: SEXUAL ABUSE VICTIM
Therapist's Overview: MY STORY
EXERCISE 32.A: MY STORY
Therapist's Overview: YOU ARE NOT ALONE
EXERCISE 32.B: YOU ARE NOT ALONE
SECTION 33: SLEEP DISTURBANCE
Therapist's Overview: CHILDHOOD SLEEP PROBLEMS
EXERCISE 33.A: CHILDHOOD SLEEP PROBLEMS
Therapist's Overview: REDUCE NIGHTTIME FEARS
EXERCISE 33.B: REDUCE NIGHTTIME FEARS
CONTRACT
SECTION 34: SOCIAL ANXIETY
Therapist's Overview: GREETING PEERS
EXERCISE 34.A: GREETING PEERS
Therapist's Overview: LEARN TO BE ASSERTIVE
EXERCISE 34.B: LEARN TO BE ASSERTIVE
Therapist's Overview: SHOW YOUR STRENGTHS
EXERCISE 34.C: SHOW YOUR STRENGTHS
SECTION 35: SPECIFIC PHOBIA
Therapist's Overview: EXPRESSIONS OF FEAR THROUGH ART
EXERCISE 35.A: EXPRESSIONS OF FEAR THROUGH ART
Therapist's Overview: MAURICE FACES HIS FEAR
EXERCISE 35.B: MAURICE FACES HIS FEAR
MAURICE FACES HIS FEAR
SECTION 36: SPEECH/LANGUAGE DISORDERS
Therapist's Overview: HOME-BASED READING AND LANGUAGE PROGRAM
EXERCISE 36.A: HOME-BASED READING AND LANGUAGE PROGRAM
HOME-BASED READING AND LANGUAGE PROGRAM CONTRACT
READING LOG
Therapist's Overview: SHAUNA'S SONG
EXERCISE 36.B: SHAUNA'S SONG
SHAUNA'S SONG
Therapist's Overview: TELL ALL ABOUT IT
EXERCISE 36.C: TELL ALL ABOUT IT
APPENDIX A: ALTERNATE ASSIGNMENTS FOR PRESENTING PROBLEMS
APPENDIX B: ALPHABETICAL INDEX OF EXERCISES
END USER LICENSE AGREEMENT
Guide
Cover
Title Page
Copyright
Dedication
About the Downloadable Assignments
Wiley Practiceplanners® Series Preface
Acknowledgments
Introduction
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 PracticePlanners® 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
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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®Child Psychotherapy Homework Planner
Sixth Edition
Arthur E. Jongsma, Jr.
L. Mark Peterson
William P. McInnis
Timothy J. Bruce
Copyright © 2023 by John Wiley & Sons, Inc. All rights reserved.
Edition History: John Wiley & Sons, Inc. (5e, 2014; 2e, 2006; 1e, 1999)
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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: Child psychotherapy homework planner / Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis, Timothy J. Bruce.
Description: Sixth edition. | Hoboken, NJ, USA : John Wiley & Sons, Inc., 2023. | Series: Practiceplanners series | Revised edition of: Child psychotherapy homework planner / Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis. Fifth edition. [2014]. | Includes bibliographical references and index.
Identifiers: LCCN 2022045778 (print) | LCCN 2022045779 (ebook) | ISBN 9781119981619 (paperback) | ISBN 9781119981633 (adobe pdf) | ISBN 9781119981626 (epub)
Subjects: LCSH: Child psychotherapy—Problems, exercises, etc. | Mental illness—Treatment—Handbooks, manuals, etc.
Classification: LCC RJ504 .J662 2023 (print) | LCC RJ504 (ebook) | DDC 618.92/8914—dc23/eng/20221007
LC record available at https://lccn.loc.gov/2022045778
LC ebook record available at https://lccn.loc.gov/2022045779
Cover design: Wiley
This book is dedicated to our fathers and fathers-in-law:
William “Muggs” McInnisRobert WieringaArthur E. Jongsma, Sr.Frank LandisLloyd PetersonJames ShanksThomas J. Bruce
They have blessed us in so many ways through their love, laughter, guidance, and support.
ABOUT THE DOWNLOADABLE ASSIGNMENTS
Thank you for choosing the Wiley PracticePlanners® series. The Child Psychotherapy Homework Planner, Sixth Edition's website 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: child2023
Step 3
Select and download the listed exercises.
If you need any assistance, please visit www.support.wiley.com
WILEY 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 in the Wiley PracticePlanners® series are designed to help practitioners fulfill these documentation requirements efficiently and professionally.
The Wiley PracticePlanners® series includes a wide array of treatment planning books including not only the original Complete Adult Psychotherapy Treatment Planner, Child Psychotherapy Treatment Planner, and Adolescent Psychotherapy Treatment Planner, all now in their sixth editions, but also Treatment Planners targeted to specialty areas of practice, including:
Addictions
Behavioral medicine
Co-occurring disorders
College students
Couples therapy
Crisis counseling
Early childhood education
Employee assistance
Family therapy
Group therapy
Intellectual and developmental disabilities and neurodiverse community
Juvenile justice and residential care
LGBTQIA+ community
Neuropsychology
Older adults
Parenting skills
Pastoral counseling
Personality disorders
Probation and parole
Psychopharmacology
Rehabilitation psychology
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 military duty
Women's issues
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 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
.
Client Education Handout Planners
provide brochures and handouts to help educate and inform clients on presenting problems and mental health issues, as well as life skills techniques. The handouts are included online for easy printing from your computer and are ideal for use in waiting rooms, at presentations, as newsletters, or as information for clients struggling with mental illness issues. The topics covered by these handouts correspond to the presenting problems in the
Treatment Planners
.
Adjunctive books, such as The Psychotherapy Documentation Primer and The Clinical Documentation Sourcebook, contain forms and resources to aid the clinician in mental health practice management.
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. And, speaking of manuscript preparation, this project has had the benefit of many hours of perseverance by our dedicated typist, Sue Rhoda. She has organized our chaotic, scribbled details into a meaningful manuscript with a spirit of kindness and generosity. Thank you, Sue, for your loyalty and good work. Additionally, we would like to thank Blake Jurgens for his help with the artwork on the “Feelings and Faces” assignment.
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 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 client's motivation to change as it provides something specific to work on. Additionally, 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 Child Psychotherapy Homework Planner 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 to allow the therapist to access them on a word processor and print them out as is or easily tailor 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 a child population. These presenting problems are cross-referenced to every presenting problem found in The Child 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 the appendix “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 18 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 Child Psychotherapy Homework Planner includes some important changes. A number of the homework assignments from the previous edition of the Child Psychotherapy Homework Planner have been shortened and/or modified to make them more user-friendly for the child. A few of the old homework assignments were omitted, but several new assignments have been added. The improvements in the Child 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 a child who is in treatment; others are for the client; still others are designed for the parents and child to complete together. Therapists introduce the homework assignment with varying degrees of detail and client preparation. Recommendations regarding this preparation and post-exercise 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 the appendix 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 impact of the assignment 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 Peterson
William P. McInnis
Timothy J. Bruce
SECTION 1: ACADEMIC UNDERACHIEVEMENT
Therapist's OverviewESTABLISH A HOMEWORK ROUTINE
GOALS OF THE EXERCISE
Assess the client's mood and attitude surrounding the completion of homework.
Establish general guidelines and/or a routine to help the client complete homework.
Complete school and homework assignments on a regular and 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 assignment is given to the parents of the client who has trouble completing homework in a regular or consistent manner. The parents' responses to the various questions should help the therapist gain greater insight into the factors contributing to the client's failure or resistance to regularly complete homework. The parents are asked to identify the client's mood or attitude surrounding homework. After responding to several questions, the parents are also asked to list three to five guidelines, rules, or interventions that they can implement to help the child complete homework. The therapist should review the parents' responses in a follow-up therapy session and then help the client and parents develop a regular routine for completing the homework.
EXERCISE 1.AESTABLISH A HOMEWORK ROUTINE
Educators and therapists have found that providing structure and a routine for a child can help them complete homework on a regular basis. Having a routine can also cut down on the number of arguments between the parents and the child. In this exercise, you are asked to answer several questions that will help your therapist understand your child's moods or attitudes about completing homework. Your answers should also identify some of the problems that have contributed to your child's difficulty with completing homework. The ultimate goal of this assignment is to establish a routine that will help your child regularly complete homework in a timely manner.
On the average, how much time does your child spend on homework each night?
_____ none
_____ 1 to 15 minutes
_____ 15 to 30 minutes
_____ 30 minutes to 1 hour
_____ 1 to 2 hours
_____ over 2 hours
What is your child's usual mood or attitude when completing homework? Please review the following list and check all that apply.
_____ Good attitude—willing to do homework without complaining
_____ Indifferent or “I don't care” attitude
_____ Bored and/or distracted
_____ Makes up lies about not having homework
_____ Often tries to avoid or procrastinate doing homework
_____ Complains at first, but then settles down to do homework
_____ Negative attitude—frequent complaints and expressions of anger about having to do homework
_____ Frequent yelling, screaming, or crying when required to do homework
_____ Nervous or unsure of self when doing homework
_____ Gives up easily when encountering frustrating or difficult tasks
_____ Sad and disappointed in self
_____ Expects to fail or do poorly
_____ Other
If your child has developed a negative attitude about homework, what factors or stressors have contributed to your child's negative attitude?
What is usually the best time of the day for your child to complete homework?
______ Immediately after getting home from school
______ Allow child time to have snack, play, or watch TV for 30–45 minutes before doing homework
______ Right before supper
______ Right after supper
______ Around 7:30 p.m.
______ Right before bedtime
______ In morning before going to school
______ At recess
On the other hand, what is usually the worst time of the day for your child to complete homework?
What subject(s) does your child have the most ease with completing homework?
What subject(s) does your child have the most difficulty with completing homework?
What interventions or strategies have you tried to get your child to complete homework? Please review the following list and place a checkmark next to the interventions or strategies you have tried in the past.
______ Regular communication with teachers and school officials (e.g., phone calls, emails, read home-to- school notes, etc.)
______ Use of “homework hotlines” or school internet services
______ Attend after-school program or work with teacher after school hours
______ Placement in resource room or study skills class
______ Teach study skills
______ Use of tutoring services
______ Daily/weekly progress notes sent home
______ Teach test-taking skills
______ Teach child to monitor their own behavior
______ Modify amount of homework
______ Reward system
______ Frequent praise
______ Remove privileges for failure to complete homework
______ Establish regular homework time
______ Other
What interventions or approaches have you found to be effective in helping your child complete homework?
What causes your child to lose focus and/or get out of a routine?
What kind of support would you like from the school in helping your child to complete homework?
Now look back over your responses and list three to five guidelines, rules, or interventions that would help your child to establish a routine and complete homework on a regular basis.
Please bring your responses back to your next therapy session. Your therapist will review your responses and help your child and you to develop a routine surrounding homework.
Therapist's OverviewPOSITIVE SELF-STATEMENTS
GOALS OF THE EXERCISE
Increase the frequency of positive statements about school experiences and confidence in the ability to succeed academically.
Replace negative and derogatory remarks about school experiences and/or academic performance with positive statements that help to build a healthy self-image.
Develop a positive coping strategy to effectively deal with frustrations or struggles surrounding learning.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Anxiety
Depression
Low Self-Esteem
School Refusal
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
Clients with learning disabilities are often troubled by feelings of insecurity and self-esteem related to their frustrations and failures associated with learning. It is not uncommon for clients with a learning disability or academic weaknesses to verbalize negative remarks about their school experiences or academic performance. The purpose of this assignment is simply for the client to replace the recurrent negative remarks about school experiences or performances with more frequent positive remarks. The client is instructed to verbalize at least one positive remark each day about school experiences or performance. The client is encouraged to record the positive statement in a daily log. Emphasize that using this coping strategy on a regular basis will help to improve self-esteem and enable the client to cope more effectively with any school stressors. The exercise can easily be used with clients struggling with depression, anxiety, low self-esteem, or related to other stressors in life.
EXERCISE 1.BPOSITIVE SELF-STATEMENTS
Students who struggle with learning disabilities or weaknesses often express negative remarks about their school experiences or performance. The purpose of this exercise is for you to replace the negative remarks about school with positive statements. You are asked to express at least one positive remark each day about school or your academic performance. Record the comment below along with the date and place where you expressed the positive statement.
DAY 1
Date: ________________________ Class or Setting: ________________________ Comment: __________________________________________________________ ___________________________________________________________________
DAY 2
Date: ________________________ Class or Setting: ________________________ Comment: __________________________________________________________ ___________________________________________________________________
DAY 3
Date: ________________________ Class or Setting: ________________________ Comment: __________________________________________________________ ___________________________________________________________________
DAY 4
Date: ________________________ Class or Setting: ________________________ Comment: __________________________________________________________ ___________________________________________________________________
DAY 5
Date: ________________________ Class or Setting: ________________________ Comment: __________________________________________________________ ___________________________________________________________________
Therapist's OverviewREADING ADVENTURE
GOALS OF THE EXERCISE
Increase the time spent in independent reading.
Demonstrate consistent interest, initiative, and motivation for reading.
Perform up to level of capability in area of reading.
Build self-esteem and increase enjoyment in reading to be more able to cope effectively with the frustrations associated with a learning disability in reading.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Attention-Deficit/Hyperactivity Disorder (ADHD)
Intellectual Disability
Low Self-Esteem
Speech/Language Disorders
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
This homework assignment is designed to increase the client's time spent in independent reading (or other academic subjects). The client is asked to read for a certain amount of time per day or week. The frequency and length of time spent reading can be adjusted to meet the individual needs of each client. Encourage the parents to consult with the teacher(s) to select appropriate reading materials for their child and to implement a reward system to reinforce their child for spending a specific amount of time in reading. The time spent in reading will provide the client with the opportunity to master or overcome frustrations with reading. The reward system can also be easily modified to address weaknesses in the areas of mathematics or written expression. For example, the client may be reinforced for practicing with flashcards or spelling words for a certain period of time each day or week.
EXERCISE 1.CREADING ADVENTURE
This homework assignment is designed to send you on a reading adventure in your very own home. You are asked to spend a certain amount of time per day or week reading. It is hoped that this program will not only improve your reading skills but also help to build your confidence and increase your enjoyment of reading. You are encouraged to check out books from your school or public library that match your interests. You and your parents are also encouraged to meet with your teacher to select appropriate books for your reading level.
In this assignment, you will not only have the chance to go on a reading adventure, but you will also be rewarded for it. Sit down and talk with your parents, teacher(s), or therapist about what is an appropriate amount of time that you should be expected to read each day or week. Look upon your parents and teacher(s) as being part of your very own Reading Adventure Team. Your Reading Adventure Team will help you identify your goal of how much time you should spend reading each day or week. If you meet your goal, then you will receive a specific reward. Following is a list of suggested rewards that you may receive for meeting your reading goals:
Purchase book(s) by your favorite author
Rent a video or go see a movie
Spend extra time playing video games
Extended bedtime
Spend one-on-one time with mother or father in an agreed-upon activity
Invite friend over to spend the night at your house
Help to fix and prepare your favorite meal
Snacks
Small toys
Tokens or stickers that can be traded in to purchase toys, prizes, or privileges
Use the following Reading Log to track your reading adventures.
Use the following Reading Contract to formalize the agreement between you and your Reading Adventure Team on the amount of time you will spend reading each day or week.
READING LOG
Please record the date, book title, and time spent reading for the day. Ask your parents to initial the sheet each day.
Date
Book Title
Time Read(in minutes)
Parent's Initials
READING CONTRACT
If spends per in reading, then will receive the following reward:
_______________________Signature of Client
_______________________Signature of Parent
_______________________Signature of Parent
_______________________Signature of Teacher
_______________________Signature of Resource Room Teacher
_______________________Signature of Therapist
SECTION 2: ADOPTION
Therapist's OverviewQUESTIONS AND CONCERNS ABOUT BEING ADOPTED
GOALS OF THE EXERCISE
Identify key areas of concern around being adopted.
Become more open to sharing concerns about the adoption process.
Decrease the level of anxiety around being adopted.
Develop a nurturing relationship with parents.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
None
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
This exercise is directed at the age range of 8 to 11 years old. It can be completed either by the client alone or you may ask the questions in session and record the responses. Three response options are offered to give the client a response other than “yes/no” to a question they have not thought about before and are hearing for the first time. Prior to starting the exercise and at appropriate intervals during the process, you should reinforce with the client that these are questions that most children who are adopted have. Point out that having questions answered can lessen nervousness and make the client a little more comfortable with the coming change. Even if the client gives all “no” responses, it opens the door for more processing.
EXERCISE 2.AQUESTIONS AND CONCERNS ABOUT BEING ADOPTED
Place a checkmark in the YES, NO, or MAYBE column next to each question; then share your answers with your therapist.
YES
NO
MAYBE
_______
_______
_______
Will it be okay if I love both my adoptive parents and my “other parents”?
_______
_______
_______
What will my adoptive parents do or say if I lose it?
_______
_______
_______
Will I ever see my “other parents” again?
_______
_______
_______
Can I talk to my adoptive parents about my other family?
_______
_______
_______
If I mess up, will my adoptive parents send me back?
_______
_______
_______
What will happen if I don't do well in school?
_______
_______
_______
How will I know my adoptive parents' rules?
_______
_______
_______
How will I know when my adoptive parents are upset with me?
_______
_______
_______
Will I have my own room?
_______
_______
_______
Can I tell my adoptive parents I don't like something without them getting upset (their food, clothes, rules)?
_______
_______
_______
Will my adoptive parents like me?
_______
_______
_______
Will it be okay if I don't want to hug or kiss them?
_______
_______
_______
Will they ask a lot of questions about my other mom, dad, and family?
_______
_______
_______
Will I have to be good all the time?
_______
_______
_______
How will I be disciplined when I mess up?
_______
_______
_______
Will they tell people I'm adopted?
Therapist's OverviewSOME THINGS I WOULD LIKE YOU TO KNOW ABOUT ME
GOALS OF THE EXERCISE
Develop an environment of openness that will build a bond with adoptive parents.
Increase ability to share personal information.
Learn to remove barriers to sharing personal information.
Build and maintain a healthy adoptive family.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Blended Family
Low Self-Esteem
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
Process this exercise in a straightforward manner. Most likely, the client will need encouragement to disclose given the history of broken trust they have experienced. Emphasize that sharing thoughts, feelings, and information can be helpful and will not be used against them, as it may have been in the past. This will likely need to be reinforced in order for the client to believe it.
EXERCISE 2.BSOME THINGS I WOULD LIKE TO KNOW ABOUT MY PARENTS
On the line provided, check the questions you would like answered.
______ 1. How old are they?
______ 2. How many other children do they have?
______ 3. Why do they want to adopt?
______ 4. What do they like to do for fun?
______ 5. What are their rules?
______ 6. What makes them upset?
______ 7. What is their favorite thing to do as a family?
______ 8. What are their favorite foods?
______ 9. Do they attend church regularly?
______ 10. Will they expect me to go to church?
______ 11. What is their house like?
______ 12. Would I have my own bedroom?
Other questions I have for my adoptive parents are:
SOME THINGS I WOULD LIKE MY PARENTS TO KNOW ABOUT ME
Complete the following:
My favorite food is
One food I don't like is
Vegetables: Yes _______ No _______ Maybe _______
A TV show I like is
My favorite movie is
The color I like best is
A color I don't like is
The time I like to go to bed is
The worst punishment to get is
One thing that makes me upset is
One thing that makes me happy is
I feel loved when
Something that makes me sad is
Something I'm afraid of is
I like school (circle one)
Not at all A little Sometimes A lot
School is (circle one)
Hard Not too hard Sort of easy Easy
My favorite subject is
My least favorite subject is
I like to do my homework (circle one)
Right after school After dinner At a set time Not at all
What I like best about a family is
What I like doing with a dad is
What I like doing with a mom is
What I like doing as a family is
What I like about being adopted is
What I like least about being adopted is
Don't ask me about
One secret wish I have is
A thing that makes me have a meltdown is
SECTION 3: ANGER CONTROL PROBLEMS
Therapist's OverviewANGER CONTROL
GOALS OF THE EXERCISE
Express anger through appropriate verbalizations and healthy physical outlets on a consistent basis.
Reduce the frequency and severity of aggressive and destructive behaviors.
Increase the frequency of statements that reflect acceptance of responsibility for aggressive behaviors.
Identify the core conflicts that contribute to the emergence of anger control problems.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Attention-Deficit/Hyperactivity Disorder (ADHD)
Conduct Disorder/Delinquency
Disruptive Mood Dysregulation Disorder
Fire Setting
Oppositional Defiant
SUGGESTIONS FOR PROCESSING THIS EXERCISE WITH THE CLIENT
This homework assignment is designed for clients who demonstrate poor control of their anger. Instruct the client to use the positive and negative incident reports on the following pages to record times when they display both good and poor control of anger. Praise the client for occasions when they demonstrate good control of anger. Reinforce the positive coping strategies that the client uses to control anger. If, on the other hand, the client displays poor control of anger, then assist the client in finding more effective ways to control it. In discussing the client's angry outbursts, be sensitive and attuned to any core issues that might precipitate the angry outbursts or acts of aggression. Identification of the core issues should lead to a discussion of ways that the client can more effectively manage stress and meet needs.
EXERCISE 3.AANGER CONTROL
The goal of this assignment is to help you improve your control of your anger. Poor anger control can create a variety of problems in your life. Your angry outbursts or aggressive behaviors can place a strain on your relationships with parents, siblings, teachers, peers, and friends. Other people may grow tired of your angry outbursts and begin to pull away or respond with anger. If you have problems controlling your anger, then you will likely be punished more often. Anger control problems can affect your self-esteem and cause you to feel unhappy, insecure, or guilty. This program seeks to help you gain greater control over your emotions and behavior and, in turn, help you feel better about yourself.
The first step in solving any problem is to recognize that a problem exists and to identify it. Sit down with your parents and therapist and identify the specific aggressive behaviors that you want to learn to control more effectively. Following is a list of aggressive behaviors, both verbal and physical, that a person may exhibit. Circle or underline the aggressive behaviors that you have had in the past. Blank spaces have been provided to write any other aggressive behaviors that have not been included in this list.
Throwing things
Breaking things
Name calling
Cursing or swearing
Talking disrespectfully
Making critical remarks
_____________________
_____________________
Hitting
Kicking
Punching
Taunting
Pulling hair
Spitting
_____________________
_____________________
Now that your specific aggressive behaviors have been identified, you can join together with your parents and therapist as a team to find effective ways to control your anger. Remember, everyone becomes angry from time to time. The goal of this program is not to prevent you from ever experiencing any anger, but to help you learn to express your anger through talking and healthy physical outlets. Between therapy sessions, you and your parents are encouraged to record times when you show both good and poor control over your anger. Use the positive incident reports to identify times when you show good control. The positive incident reports can remind you of what you did right in controlling your anger. On the other hand, use the negative incident report when you display poor control over your anger. The negative incident reports can help you think of better ways to control your anger if you are faced with similar problems in the future. Bring the positive and negative incident reports to your next therapy session so the therapist can discuss the incidents with you and your parents.
A reward system can be set in place to reinforce you for showing good control of your anger. You will also receive a consequence if you show poor control. Use the contract form on the following pages to make the contract official. Talk with your parents and therapist about appropriate rewards that can be used to reinforce positive anger control. A list of potential rewards follows:
Extra time to spend watching television or playing video games
Spending one-on-one time with mother or father (e.g., attend a movie, exercise together, play a board game)
Extended bedtime
Extra time on telephone or computer
Invite a friend over or go over to a friend's house after school
Invite a friend to sleep over at your house
Outing to favorite fast-food restaurant
Money
Snacks
Tokens that can be cashed in for a larger reward or privilege at a later date
POSITIVE INCIDENT REPORT
Describe an incident where you showed good anger control.
How did you show your anger?
What strategies did you use to control your anger?
How did you feel about yourself after the incident?
How did other people respond to how you showed your anger?
What, if anything, would you do differently if you were faced with a similar problem in the future?
NEGATIVE INCIDENT REPORT
Describe an incident where you showed poor control of your anger.
What were you angry about?
How did other people respond to your anger?
What were the consequences of your angry outburst or aggressive behavior?
What would you do differently if you had to do it all over again? How would you handle your anger?
What can you do to solve the problem with the other person(s) in the future?
ANGER CONTROL CONTRACT
I, , would like to work on controlling my aggressive behaviors. Aggressive behaviors are defined as the following:
If displays good control of anger and demonstrates aggressive behavior(s) or less per day/week (circle one), then will receive the following reward:
If shows poor control of anger and becomes aggressive or more time(s) in the next day/week (circle one), then will receive the following consequence:
In witness of this contract, we have signed our names on this date:
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Signature of Child
Signature of Parent
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Signature of Parent
Signature of Teacher or Therapist
Therapist's OverviewCHILD ANGER CHECKLIST
GOALS OF THE EXERCISE
Identify precipitating events or core issues that contribute to the emergence of angry outbursts or aggressive behavior.
Take steps to control anger more effectively through appropriate verbalizations and healthy physical outlets.
Reduce the frequency and severity of angry outbursts and aggressive behavior.
Resolve the core conflicts that contribute to the emergence of anger control problems.
ADDITIONAL PROBLEMS FOR WHICH THIS EXERCISE MAY BE MOST USEFUL
Conduct Disorder/Delinquency
Disruptive Mood Dysregulation Disorder
Oppositional Defiant
Posttraumatic Stress Disorder (PTSD)
