The Child Psychotherapy Treatment Planner E-Book

David J. Berghuis

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

Seitenzahl: 580

Veröffentlichungsjahr: 2014

Beschreibung

A time-saving resource, fully revised to meet the changing needs of mental health professionals The Child Psychotherapy Treatment Planner, Fifth Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal agencies. * New edition features empirically supported, evidence-based treatment interventions including anxiety, attachment disorder, gender identity disorder, and more * Organized around 35 behaviorally based presenting problems including academic problems, blended family problems, children of divorce, ADHD, and more * Over 1,000 prewritten treatment goals, objectives, and interventions--plus space to record your own treatment plan options * Easy-to-use reference format helps locate treatment plan components by behavioral problem * Includes a sample treatment plan that conforms to the requirements of most third-party payors and accrediting agencies including CARF, The Joint Commission (TJC), COA, and the NCQA

Leseprobe

Table of Contents

PracticePlanners® Series

Title Page

Copyright

Dedication

PRACTICEPLANNERS® SERIES PREFACE

ACKNOWLEDGMENTS

INTRODUCTION

ABOUT PRACTICEPLANNERS® TREATMENT PLANNERS

HOW TO USE THIS TREATMENT PLANNER

A FINAL NOTE ON TAILORING THE TREATMENT PLAN TO THE CLIENT

REFERENCES

SAMPLE TREATMENT PLAN

BEHAVIORAL DEFINITIONS

GOAL

DIAGNOSIS

ACADEMIC UNDERACHIEVEMENT

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ADOPTION

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ANGER CONTROL PROBLEMS

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ANXIETY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ATTACHMENT DISORDER

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

AUTISM SPECTRUM DISORDER

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

BLENDED FAMILY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

BULLYING / INTIMIDATION PERPETRATOR

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

CONDUCT DISORDER / DELINQUENCY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

DEPRESSION

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

DISRUPTIVE /ATTENTION-SEEKING

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

DIVORCE REACTION

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

ENURESIS / ENCOPRESIS

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

FIRE SETTING

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

GENDER IDENTITY DISORDER

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

GRIEF/LOSS UNRESOLVED

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

INTELLECTUAL DEVELOPMENTAL DISORDER

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

LOW SELF-ESTEEM

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

LYING/MANIPULATIVE

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

MEDICAL CONDITION

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

OBSESSIVE-COMPULSIVE DISORDER (OCD)

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

OPPOSITIONAL DEFIANT

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

OVERWEIGHT/OBESITY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

PARENTING

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

PEER / SIBLING CONFLICT

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

PHYSICAL / EMOTIONAL ABUSE VICTIM

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

POSTTRAUMATIC STRESS DISORDER (PTSD)

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SCHOOL REFUSAL

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SEPARATION ANXIETY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SEXUAL ABUSE VICTIM

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SLEEP DISTURBANCE

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SOCIAL ANXIETY

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SPECIFIC PHOBIA

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

SPEECH / LANGUAGE DISORDERS

BEHAVIORAL DEFINITIONS

LONG-TERM GOALS

DIAGNOSTIC SUGGESTIONS

Appendix A: BIBLIOTHERAPY SUGGESTIONS

Appendix B: PROFESSIONAL REFERENCES FOR EVIDENCE-BASED CHAPTERS

Appendix C: OTHER PROFESSIONAL REFERENCES FOR SELECTED CHAPTERS

Appendix D: INDEX OF THERAPEUTIC GAMES, WORKBOOKS, TOOLKITS, DVDS, VIDEOTAPES, AND AUDIOTAPES

Appendix E: RECOVERY MODEL OBJECTIVES AND INTERVENTIONS

LONG-TERM GOALS

Appendix F: ALPHABETICAL INDEX OF SOURCES FOR ASSESSMENT INSTRUMENTS AND CLINICAL INTERVIEW FORMS CITED IN INTERVENTIONS

Additional Sources of Commonly Used Scales and Measures

PracticePlanners® Series

Treatment Planners

The Complete Adult Psychotherapy Treatment Planner, Fifth Edition

The Child Psychotherapy Treatment Planner, Fifth Edition

The Adolescent Psychotherapy Treatment Planner, Fifth Edition

The Addiction Treatment Planner, Fifth Edition

The Continuum of Care Treatment Planner

The Couples Psychotherapy Treatment Planner, Second Edition

The Employee Assistance Treatment Planner

The Pastoral Counseling Treatment Planner

The Older Adult Psychotherapy Treatment Planner, Second Edition

The Behavioral Medicine Treatment Planner

The Group Therapy Treatment Planner

The Gay and Lesbian Psychotherapy Treatment Planner

The Family Therapy Treatment Planner, Second Edition

The Severe and Persistent Mental Illness Treatment Planner, Second Edition

The Mental Retardation and Developmental Disability Treatment Planner

The Social Work and Human Services Treatment Planner

The Crisis Counseling and Traumatic Events Treatment Planner, Second Edition

The Personality Disorders Treatment 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, 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

Progress Notes Planners

The Child Psychotherapy Progress Notes Planner, Fifth Edition

The Adolescent Psychotherapy Progress Notes Planner, Fifth Edition

The Adult Psychotherapy Progress Notes Planner, Fifth Edition

The Addiction Progress Notes Planner, Fifth 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, Fifth Edition

Adolescent Psychotherapy Homework Planner, Fifth Edition

Adult Psychotherapy Homework Planner, Fifth Edition

Child Psychotherapy Homework Planner, Fifth 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

Cover image: © Ryan McVay/Getty Images

Cover design: Wiley

This book is printed on acid-free paper.

Copyright © 2014 by Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis, and Timothy J. Bruce. All rights reserved.

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

Published simultaneously in Canada

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, [phone], fax [phone], or online at www.wiley.com/go/permissions.

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. Neither the publisher nor the author shall be liable for damages arising herefrom.

For general information about our other products and services, please contact our Customer Care Department within the United States at [phone], outside the United States at [phone] or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data:

Jongsma, Arthur E., Jr., 1943–

The adolescent psychotherapy treatment planner / Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis, Timothy J. Bruce.–Fifth edition.

pages cm

Includes bibliographical references and index.

ISBN 978-1-118-06785-7 (pbk. : alk. paper)

ISBN 978-1-118-41590-0 (ebk.)

ISBN 978-1-118-41888-8 (ebk.)

1. Child psychotherapy. 2. Adolescent psychotherapy. I. Peterson, L. Mark. II. McInnis, William P. III. Bruce, Timothy J. IV. Title.

RJ504.J664 2014

618.92'8914–dc23

To my daughters and sons-in law, Kendra and Erwin van Elst and Michelle and David DeGraaf, who give themselves creatively and sacrificially to the task of parenting my grandchildren: Tyler, Kaleigh, Justin, and Carter.

—A.E.J.

To Zach and Jim, who have expanded and enriched my life.

—L.M.P.

To my three children, Breanne, Kelsey, and Andrew, for the love and joy they bring into my life.

—W.P.M.

To Lori, Logan, and Madeline, for everything.

—T.J.B.

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 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, and Adolescent Psychotherapy Treatment Planner, all now in their fifth editions, but also Treatment Planners targeted to specialty areas of practice, including:

Addictions

Co-occurring disorders

Behavioral medicine

College students

Couples therapy

Crisis counseling

Early childhood education

Employee assistance

Family therapy

Gays and lesbians

Group therapy

Juvenile justice and residential care

Mental retardation and developmental disability

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 disorders) 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 on CD-ROMs 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

.

The series also includes adjunctive books, such as The Psychotherapy Documentation Primer and The Clinical Documentation Sourcebook, which 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

Since 2005, we have turned to research evidence to inform the treatment Objectives and Interventions in our latest editions of the Psychotherapy Treatment Planner books. While much of the content of our Planners was “best practice” and also from the mainstream of sound psychological procedure, we have benefited significantly from a thorough review that looked through the lens of evidence-based practice. The later editions of the Planners now stand as content not just based on “best practice” but based on reliable research results. Although several of my coauthors have contributed to this recertification of our content, Timothy J. Bruce has been the main guiding force behind this effort. I am very proud of the highly professional content provided by so many coauthors who are leaders in their respective subspecialties in the field of psychology such as addiction, family therapy, couples therapy, personality disorder treatment, group treatment, women's issues, military personnel treatment, older adult treatment, and many others. Added to this expertise over the past seven years has been the contribution of Dr. Tim Bruce who has used his depth of knowledge regarding evidence-supported treatment to shape and inform the content of the last two editions, Adult, Adolescent, Child, and Addiction Psychotherapy Treatment Planners. I welcome Tim aboard as an author for these books and consider it an honor to have him as a friend, colleague, and coauthor.

I must also add my acknowledgment of the supportive professionalism of the Wiley staff, especially that of my editor, Marquita Flemming. Wiley has been a trusted partner in this series for almost 20 years now and I am fortunate to be published by such a highly respected company. Thank you to all my friends at Wiley!

And then there is our manuscript manager, Sue Rhoda, who knows just what to do to make a document presentable, right up to the standards required by a publisher. Thank you, Sue.

Finally, I tip my hat to my coauthors, Mark Peterson and Bill McInnis, who launched this Child Psychotherapy Treatment Planner with their original content contributions many years ago and have supported all the efforts to keep it fresh and evidence-based.

AEJ

I am fortunate to have been invited some seven years ago by Dr. Art Jongsma to work with him on his well-known and highly regarded Psychotherapy Treatment Planner series and to now be welcomed as one of his coauthors on this Planner along with Mark Peterson and Bill McInnis. As readers know, Art's treatment planners are highly regarded as works of enormous value to practicing clinicians as well as terrific educational tools for “students” of our profession. That Art's brainchild would have this type of value to our field is no surprise when you work with him. He is the consummate psychologist, with enormous breadth and depth of experience, a profound intellect, and a Rogerian capacity for empathy and understanding—all of which he would modestly deny. When you work with Art, you not only get to know him, you get to know his family, colleagues, and friends. In doing so, you get to know his values. If you are like me, you have relationships that you prize because they are with people whom you know to be, simply stated, good. Well, to use an expression I grew up with, “Art is good people.” And it is my honor to have him as a friend, colleague, and coauthor. Thank you, Art!

I also would like to thank Marquita Flemming and the staff at Wiley for their immeasurable support, guidance, and professionalism. It is just my opinion, but I think Marquita should publish her own book on author relations.

I would also like to extend a big thank-you to our manuscript manager, Sue Rhoda, for her exacting work and (needed) patience. In fact, I am sure Sue will take it in stride when we ask to do one more edit of this acknowledgment section after it has been “finalized.”

Lastly, I would like to thank my wife, Lori, and our children, Logan and Madeline, for all they do. They're good people, too.

TJB

INTRODUCTION

ABOUT PRACTICEPLANNERS® TREATMENT PLANNERS

Pressure from third-party payors, accrediting agencies, and other outside parties has increased the need for clinicians to quickly produce effective, high-quality treatment plans. Treatment Planners provide all the elements necessary to quickly and easily develop formal treatment plans that satisfy the needs of most third-party payers and state and federal review agencies.

Each Treatment Planner:

Saves you hours of time-consuming paperwork.

Offers the freedom to develop customized treatment plans.

Includes over 1,000 clear statements describing the behavioral manifestations of each relational problem, and includes long-term goals, short-term objectives, and clinically tested treatment options.

Has an easy-to-use reference format that helps locate treatment plan components by behavioral problem.

As with the rest of the books in the PracticePlanners® series, our aim is to clarify, simplify, and accelerate the treatment planning process so you spend less time on paperwork and more time with your clients.

ABOUT THIS FIFTH EDITION CHILD PSYCHOTHERAPY TREATMENT PLANNER

This fifth edition of the Child Psychotherapy Treatment Planner has been improved in many ways:

Updated with new and revised evidence-based Objectives and Interventions

Revised, expanded, and updated the Professional Reference Appendix B

Many more suggested homework assignments from the companion book,

The Child Psychotherapy Homework Planner

, have been integrated into the Interventions

Extensively expanded and updated self-help book list in the Bibliotherapy Appendix A

New Recovery Model Appendix E listing Goals, Objectives, and Interventions allowing the integration of a recovery model orientation into treatment plans

Addition of a chapter on Overweight/Obesity

Renamed several chapters: Anger Management is now Anger Control Problems, Autism/Pervasive Developmental Disorder is now Autism Spectrum Disorder, Mental Retardation is now Intellectual Developmental Disorder, and Social Phobia/Shyness is now Social Anxiety

Integrated

DSM-5

/ICD-10 diagnostic labels and codes into the Diagnostic Suggestions section of each chapter

Added Appendix C with a listing of other professional references for cited books and articles not referenced in Appendix B

Added Appendix F for listing an index of sources for assessment tests and interview forms cited in the chapter interventions

Evidence-based practice (EBP) is steadily becoming the standard of care in mental healthcare as it has in medical healthcare. Professional organizations such as the American Psychological Association, National Association of Social Workers, and the American Psychiatric Association, as well as consumer organizations such as the National Alliance for the Mentally Ill (NAMI), have endorsed the use of EBP. In some practice settings, EBP is becoming mandated. It is clear that the call for evidence and accountability is being increasingly sounded. So, what is EBP and how is its use facilitated by this Planner?

Borrowing from the Institute of Medicine's definition (Institute of Medicine, [2001]), the American Psychological Association (APA) has defined EBP as “the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences” (APA Presidential Task Force on Evidence-Based Practice, [2006]). Consistent with this definition, we have identified those psychological treatments with the best available supporting evidence, added Objectives and Interventions consistent with them in the pertinent chapters, and identified these with this symbol:. As most practitioners know, research has shown that although these treatment methods have demonstrated efficacy (e.g., Nathan & Gorman, [2007]), the individual psychologist (e.g., Wampold, [2001]), the treatment relationship (e.g., Norcross, [2002]), and the patient (e.g., Bohart & Tallman, [1999]) are also vital contributors to the success of psychotherapy. As noted by the APA, “Comprehensive evidence-based practice will consider all of these determinants and their optimal combinations” (APA, [2006], p. 275). For more information and instruction on constructing evidence-based psychotherapy treatment plans, see our DVD-based training series entitled Evidence-Based Psychotherapy Treatment Planning (Jongsma & Bruce, [2010]–2012).

The sources listed in the Professional Reference Appendix B and used to identify the evidence-based treatments integrated into this Planner are many. They include supportive studies from the psychotherapy outcome literature, current expert individual, group, and organizational reviews, as well as evidence-based practice guideline recommendations. Examples of specific sources used include the Cochrane Collaboration reviews, the work of the Society of Clinical Psychology (Division 12 of the American Psychological Association), and the Society of Clinical Child and Adolescent Psychology (Division 53 of the American Psychological Association) identifying research-supported psychological treatments, evidence-based treatment reviews such as those in Nathan and Gorman's A Guide to Treatments That Work ([2007]) and Weisz and Kazdin's Evidence-Based Psychotherapies for Children and Adolescents ([2010]), as well as evidence-based practice guidelines from professional organizations such as the American Psychiatric Association, the American Academy of Child & Adolescent Psychiatry, the National Institute for Health and Clinical Excellence in Great Britain, The National Institute on Drug Abuse (NIDA), the Substance Abuse and Mental Health Services Administration (SAMHSA), and the Agency for Healthcare Research and Quality (AHRQ), to name a few.

Although each of these sources uses its own criteria for judging levels of empirical support for any given treatment, we favored those that use more rigorous criteria typically requiring demonstration of efficacy through randomized controlled trials or clinical replication series, good experimental design, and independent replication. Our approach was to evaluate these various sources and include those treatments supported by the highest level of evidence and for which there was consensus in conclusions/recommendations. For any chapter in which EBP is identified, references to the sources used are listed in the Professional References Appendix B, and can be consulted by those interested for further information regarding criteria and conclusions. In addition to these references, this appendix also includes references to Clinical Resources. Clinical Resources are books, manuals, and other resources for clinicians that describe the details of the application, or “how to” of the treatment approaches described in a chapter.

There is debate regarding evidence-based practice among mental health professionals who are not always in agreement regarding the best treatment or how to weigh the factors that contribute to good outcomes. Some practitioners are skeptical about changing their practice on the basis of research evidence, and their reluctance is fueled by the methodological challenges and problems inherent in psychotherapy research. Our intent in this book is to accommodate these differences by providing a range of treatment plan options, some supported by the evidence-based value of “best available research,” others reflecting common clinical practices of experienced clinicians, and still others representing emerging approaches so the user can construct what they believe to be the best plan for their particular client.

Each of the chapters in this edition has also been reviewed with the goal of integrating homework exercise options into the Interventions. Many (but not all) of the client homework exercise suggestions were taken from and can be found in the Child Psychotherapy Homework Planner (Jongsma, Peterson, & McInnis, [2014]). You will find many more homework assignments suggested for your consideration as part of the Intervention process in this fifth edition of the Child Psychotherapy Treatment Planner than in previous editions.

The Bibliotherapy Suggestions Appendix A of this Planner has been significantly expanded and updated from previous editions. It includes many recently published offerings as well as more recent editions of books cited in our earlier editions. All of the self-help books and client workbooks cited in the chapter Interventions are listed in this Appendix. There are also many additional books listed that are supportive of the treatment approaches described in the respective chapters. Each chapter has a list of self-help books consistent with it listed in this Appendix.

Appendix C lists additional clinical resources for professionals that are not listed in the evidence-based resources of Appendix B and are cited in the chapters listed in Appendix C. Therapeutic games, workbooks, toolkits, DVDs, and audiotapes that are cited in chapters are referenced in Appendix D. A new Appendix F provides an alphabetical index of sources for assessment instruments and clinical interview forms cited in interventions. We hope that this index makes it easier for readers to find these resources if they are added to the treatment plan.

In its final report entitled Achieving the Promise: Transforming Mental Health Care in America, The President's New Freedom Commission on Mental Health called for recovery to be the “common, recognized outcome of mental health services” (New Freedom Commission on Mental Health, [2003]). To define recovery, the Substance Abuse and Mental Health Services Administration (SAMHSA) within the U.S. Department of Health and Human Services and the Interagency Committee on Disability Research in partnership with six other Federal agencies convened the National Consensus Conference on Mental Health Recovery and Mental Health Systems Transformation (SAMHSA, [2004]). Over 110 expert panelists participated including mental health consumers, family members, providers, advocates, researchers, academicians, managed care representatives, accreditation bodies, state and local public officials, and others. From these deliberations, the following consensus statement was derived:

“Mental health recovery is a journey of healing and transformation for a person with a mental health problem to be able to live a meaningful life in a community of his or her choice while striving to achieve maximum human potential. Recovery is a multifaceted concept based on the following 10 fundamental elements and guiding principles:

1. Self-direction

2. Individualized and person-centered

3. Empowerment

4. Holistic

5. Nonlinear

6. Strengths-based

7. Peer support

8. Respect

9. Responsibility

10. Hope

These principles are defined in Appendix E. We have also created a set of Goal, Objective, and Intervention statements that reflect these 10 principles. The clinician who desires to insert into the client treatment plan specific statements reflecting a Recovery Model orientation may choose from this list.

In addition to this list, we believe that many of the Goal, Objective, and Intervention statements found in the chapters reflect a recovery orientation. For example, our assessment interventions are meant to identify how the problem affects this unique client and the strengths that the client brings to the treatment. Additionally, an intervention statement such as, “Develop with the client a list of positive affirmations about himself/herself, and ask that it be read three times daily” from the Low Self-Esteem chapter is evidence that recovery model content permeates items listed throughout our chapters. However, if the clinician desires a more focused set of statements directly related to each principle guiding the recovery model, they can be found in Appendix E.

The topic of our children (and adults, too) becoming seriously overweight or obese is getting increasing media and professional attention in recent years. Because obesity predisposes individuals to an increased risk of several diseases and medical conditions, it is included in the International Classification of Diseases (or ICD) as a general medical condition. It does not appear in the DSM because it is not consistently associated with a psychological or behavioral syndrome. It is, however, a highly prevalent medical issue, influenced by psychological and behavioral factors, and has proven to be responsive to psychological treatment. Therefore, we have added a chapter on Overweight/Obesity to provide evidence-based guidance in developing a treatment plan for this problem. We hope you find this addition helpful.

We have made a title change for the chapter previously entitled Mental Retardation. Even though the term “mental retardation” was selected about 50 years ago to replace what was seen as overly general terminology (e.g., mental deficiency) or pejorative labels (e.g., idiocy), in recent years the term mental retardation has been seen similarly. Instead, we replaced the title Mental Retardation with the title Intellectual Developmental Disorder to improve specificity and bring our title in line with the latest classification system terminology.

With the publication of the DSM-5 (American Psychiatric Association, [2013]) we have updated the Diagnostic Suggestions listed at the end of each chapter. The DSM-IV-TR (American Psychiatric Association, [2000]) was used in previous editions of this Planner. Although many of the diagnostic labels and codes remain the same, several have changed with the publication of the DSM-5 and are reflected in this Planner.

Lastly, some clinicians have asked that the Objective statements in this Planner be written such that the client's attainment of the Objective can be measured. We have written our Objectives in behavioral terms and many are measurable as written. For example, this Objective from the Anxiety chapter is one that is measurable as written because either it is done or it is not: “Participate in live, or imaginal then live, exposure exercises in which worries and fears are gradually faced.” But at times the statements are too broad to be considered measurable. Consider, for example, this Objective from the Anxiety chapter: “Identify, challenge, and replace biased, fearful self-talk with positive, realistic, and empowering self-talk.” To make it quantifiable a clinician might modify it to read, “Give two examples of identifying, challenging, and replacing biased, fearful self-talk with positive, realistic, and empowering self-talk.” Clearly, the use of two examples is arbitrary, but it does allow for a quantifiable measurement of the attainment of the Objective. Or consider this example prescribing an increase in potentially rewarding activities: “Identify and engage in pleasant activities on a daily basis.” To make it more measurable, the clinician might simply add a desired target number of pleasant activities; thus: “Identify and report engagement in two pleasant activities on a daily basis.” The exact target number that the client is to attain is subjective and should be selected by the individual clinician in consultation with the client. Once the exact target number is determined, then our content can be very easily modified to fit the specific treatment situation. For more information on psychotherapy treatment plan writing, see Jongsma ([2005]).

We hope you find these improvements to this fifth edition of the Child Psychotherapy Treatment Planner useful to your treatment planning needs.

HOW TO USE THIS TREATMENT PLANNER

Use this Treatment Planner to write treatment plans according to the following progression of six steps:

1. Problem Selection.Although the client may discuss a variety of issues during the assessment, the clinician must determine the most significant problems on which to focus the treatment process. Usually a primary problem will surface, and secondary problems may also be evident. Some other problems may have to be set aside as not urgent enough to require treatment at this time. An effective treatment plan can deal with only a few selected problems or treatment will lose its direction. Choose the problem within this Planner that most accurately represents your client's presenting issues.

2. Problem Definition.Each client presents with unique nuances as to how a problem behaviorally reveals itself in his or her life. Therefore, each problem that is selected for treatment focus requires a specific definition about how it is evidenced in the particular client. The symptom pattern should be associated with diagnostic criteria and codes such as those found in the DSM-5 or the International Classification of Diseases. This Planner offers such behaviorally specific definition statements to choose from or to serve as a model for your own personally crafted statements.

3. Goal Development.The next step in developing your treatment plan is to set broad goals for the resolution of the target problem. These statements need not be crafted in measurable terms but can be global, long-term goals that indicate a desired positive outcome to the treatment procedures. This Planner provides several possible goal statements for each problem, but one statement is all that is required in a treatment plan.

4. Objective Construction.In contrast to long-term goals, objectives must be stated in behaviorally measurable language so that it is clear to review agencies, health maintenance organizations, and managed care organizations when the client has achieved the established objectives. The objectives presented in this Planner are designed to meet this demand for accountability. Numerous alternatives are presented to allow construction of a variety of treatment plan possibilities for the same presenting problem.

5. Intervention Creation.

Interventions are the actions of the clinician designed to help the client complete the objectives. There should be at least one intervention for every objective. If the client does not accomplish the objective after the initial intervention, new interventions should be added to the plan. Interventions should be selected on the basis of the client's needs and the treatment provider's full therapeutic repertoire. This Planner contains interventions from a broad range of therapeutic approaches, and we encourage the provider to write other interventions reflecting his or her own training and experience.

Some suggested interventions listed in the Planner refer to specific books that can be assigned to the client for adjunctive bibliotherapy. Appendix A contains a full bibliographic reference list of these materials. For further information about self-help books, mental health professionals may wish to consult the Authoritative Guide to Self-Help Resources in Mental Health, Revised Edition (Norcross et al., [2003]).

6. Diagnosis Determination.The determination of an appropriate diagnosis is based on an evaluation of the client's complete clinical presentation. The clinician must compare the behavioral, cognitive, emotional, and interpersonal symptoms that the client presents with the criteria for diagnosis of a mental illness condition as described in DSM-5. Despite arguments made against diagnosing clients in this manner, diagnosis is a reality that exists in the world of mental health care, and it is a necessity for third-party reimbursement. It is the clinician's thorough knowledge of DSM-5 criteria and a complete understanding of the client assessment data that contribute to the most reliable, valid diagnosis.

Congratulations! After completing these six steps, you should have a comprehensive and individualized treatment plan ready for immediate implementation and presentation to the client. A sample treatment plan for Anxiety is provided at the end of this introduction.

A FINAL NOTE ON TAILORING THE TREATMENT PLAN TO THE CLIENT

One important aspect of effective treatment planning is that each plan should be tailored to the individual client's problems and needs. Treatment plans should not be mass produced, even if clients have similar problems. The individual's strengths and weaknesses, unique stressors, social network, family circumstances, and symptom patterns must be considered in developing a treatment strategy. Drawing upon our own years of clinical experience and the best available research, we have put together a variety of treatment choices. These statements can be combined in thousands of permutations to develop detailed treatment plans. Relying on their own good judgment, clinicians can easily select the statements that are appropriate for the individuals whom they are treating. In addition, we encourage readers to add their own definitions, goals, objectives, and interventions to the existing samples. As with all of the books in the Treatment Planners series, it is our hope that this book will help promote effective, creative treatment planning—a process that will ultimately benefit the client, clinician, and mental health community.

REFERENCES

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271–285.

Bohart, A., & Tallman, K. (1999). How clients make therapy work: The process of active self-healing. Washington, DC: American Psychological Association.

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academies Press. Available at http://www.iom.edu/Reports.aspx?sort=alpha&page=15

Jongsma, A. E. (2005). Psychotherapy treatment plan writing. In G. P. Koocher, J. C. Norcross, and S. S. Hill (Eds.), Psychologists' desk reference (2nd ed., pp. 232–236). New York, NY: Oxford University Press.

Jongsma, A. E., & Bruce, T. J. (2010–2012). Evidence-based psychotherapy treatment planning [DVD-based series]. Hoboken, NJ: Wiley. Available at www.Wiley.com/go/ebtdvds

Jongsma, A. E., Peterson, L. M., & McInnis, W. P. (2014). Child psychotherapy homework planner. Hoboken, NJ: Wiley.

Nathan, P. E., & Gorman, J. M. (Eds.). (2007). A guide to treatments that work (3rd ed.). New York, NY: Oxford University Press.

New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America (Final report. DHHS Publication No. SMA-03-3832). Rockville, MD: Author. Available at http://www.mentalhealthcommission.gov

Norcross, J. C. (Ed.). (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patient needs. New York, NY: Oxford University Press.

Norcross, J. C., Santrock, J. W., Campbell, L. F., Smith, T. P., Sommer, R., & Zuckerman, E. L. (2003). Authoritative guide to self-help resources in mental health, revised edition. New York, NY: Guilford Press.

Substance Abuse and Mental Health Services Administration's (SAMHSA) National Mental Health Information Center: Center for Mental Health Services (2004). National consensus statement on mental health recovery. Washington, DC: Author. Available at http://mentalhealth.samhsa.gov/publications/allpubs/sma05-4129/

Wampold, B. E. (2001). The great psychotherapy debate: Models, methods, and findings. Mahwah, NJ: Erlbaum.

Weisz, J., & Kazdin, K. (Eds.). (2010). Evidence-based psychotherapies for children and adolescents. New York, NY: Guilford Press.

SAMPLE TREATMENT PLAN

ANXIETY

BEHAVIORAL DEFINITIONS

Excessive anxiety, worry, or fear that markedly exceeds the normal level for the client's stage of development.

High level of motor tension, such as restlessness, tiredness, shakiness, or muscle tension.

Autonomic hyperactivity (e.g., rapid heartbeat, shortness of breath, dizziness, dry mouth, nausea, diarrhea).

GOAL

Reduce overall frequency, intensity, and duration of the anxiety so that daily functioning is not impaired.

SHORT-TERM OBJECTIVES

THERAPEUTIC INTERVENTIONS

1. Describe current and past experiences with specific fears, prominent worries, and anxiety symptoms including their impact on functioning and attempts to resolve it. (1, 2)

1. Actively build the level of trust with the client or client and parents through consistent eye contact, active listening, unconditional positive regard, and warm acceptance to help increase his/her ability to identify and express concerns.2. Assess the focus, excessiveness, and uncontrollability of the client's fears and worries and the type, frequency, intensity, and duration of his/her anxiety symptoms (see

The Anxiety Disorders Interview Schedule for Children—Parent Version

or

Child Version

; assign “Finding and Losing Your Anxiety” in the

Child Psychotherapy Homework Planner

by Jongsma, Peterson, and McInnis).

2. Verbalize an understanding of how thoughts, physical feelings, and behavioral actions contribute to anxiety and its treatment.

1. As part of an individual cognitive behavioral approach, educate the client about the interrelated physiological, cognitive, emotional, and behavioral components of anxiety, including how fears and worries typically involve excessive concern about unrealistic threats, various bodily expressions of tension, overarousal, and hypervigilance, and avoidance of what is threatening, which interact to maintain problematic anxiety (e.g., see the

Coping C.A.T. Series

at

workbookpublishing.com

;

Helping Your Anxious Child

by Rapee et al.).2. Assign the client and/or parents to read psychoeducational sections of books or treatment manuals to emphasize key therapy concepts (e.g.,

The Coping C.A.T. Workbook

by Kendall and Hedtke (for ages 7–13);

Helping Your Anxious Child

by Rapee et al.).

3. Learn and implement calming skills to reduce overall anxiety and manage anxiety symptoms.

1. Teach the client calming skills (e.g., progressive muscle relaxation, guided imagery, slow diaphragmatic breathing) and how to discriminate better between relaxation and tension; teach the client how to apply these skills to his/her daily life.2. Assign the client homework each session in which he/she practices calming daily (or assign “Deep Breathing Exercise” in the

Child Psychotherapy Homework Planner

by Jongsma, Peterson, and McInnis); review and reinforce success while providing corrective feedback toward improvement.

4. Identify, challenge, and replace fearful self-talk with positive, realistic, and empowering self-talk.

1. Explore the client's schema and self-talk that mediate his/her fear response; challenge the biases; assist him/her in replacing the distorted messages with reality-based alternatives and positive self-talk that will increase his/her self-confidence in coping with irrational fears or worries.2. Assign the client a homework exercise in which he/she identifies fearful self-talk and creates reality-based alternatives (or assign “Tools for Anxiety” in the

Adolescent Psychotherapy Homework Planner

by Jongsma, Peterson, and McInnis); review and reinforce success, providing corrective feedback toward improvement.3. Assign parents to read and discuss with the client cognitive restructuring of fears or worries in relevant books or treatment manuals (e.g.,

Coping C.A.Tc Series

at

workbookpublishing.com

;

Helping Your Anxious Child

by Rapee et al.).

5. Learn and implement a stimulus control strategy to limit the association between various environmental settings and worry, delaying the worry until a designated “worry time.”

1. Explain how using “worry time” limits the association between worrying and environmental stimuli; agree upon setting a worry time and place with the client and implement.2. Teach the client to recognize and postpone worry to the agreed-upon worry time and place using skills such as thought-stopping, relaxation, and redirecting attention (or assign “Worry Time” in the

Child Psychotherapy Homework Planner

by Jongsma, Peterson, and McInnis to assist skill development); encourage use in daily life, reviewing and reinforcing success while providing corrective feedback toward improvement.

DIAGNOSIS

Axis I

:

300.02 (F41.1)

Generalized Anxiety Disorder

ACADEMIC UNDERACHIEVEMENT

BEHAVIORAL DEFINITIONS

1. History of overall academic performance that is below the expected level according to measured intelligence or performance on standardized achievement tests.

2. Repeated failure to complete school or homework assignments and/or current assignments on time.

3. Poor organizational or study skills that contribute to academic underachievement.

4. Frequent tendency to procrastinate or postpone doing school or homework assignments in favor of playing or engaging in recreational and leisure activities.

5. Family history of members having academic problems, failures, or disinterest.

6. Feelings of depression, insecurity, and low self-esteem that interfere with learning and academic progress.

7. Recurrent pattern of engaging in acting out, disruptive, and negative attention-seeking behaviors when encountering difficulty or frustration in learning.