Child Psychotherapy Progress Notes Planner (eBook)

Jr. Arthur E. Jongsma, David J. Berghuis, Timothy J. Bruce, Katy Pastoor (Autoren)

eBook Download: EPUB

2023 | 6. Auflage
544 Seiten
Wiley (Verlag)
978-1-119-84091-6 (ISBN)

Infos

Create effective treatment plans for children quickly and efficiently

The newly revised sixth edition of the Child Psychotherapy Treatment Planner is a timesaving, easy-to-use reference for practitioners seeking to clarify, simplify, and accelerate the treatment planning process so you can spend less time on paperwork and more time with your clients. Each chapter begins with a new evidence-based Short-Term Objective and two new Therapeutic Interventions, emphasizing evidence-based and empirically supported interventions likely to be effective and meaningful in therapy.

The latest edition also contains new and revised evidence-based Objectives and Interventions, more professional resources and best-practice citations for the non-EBT chapter content, and more suggested homework assignments. The book also offers:

• Two entirely new chapters: Bullying Victim and Disruptive Mood Dysregulation Disorder
• An updated self-help book list in the Bibliotherapy Appendix A
• Integrated DSM-5/ICD-10 diagnostic labels and codes in the Diagnostic Suggestions section of each chapter
• Updated and expanded references to research supporting the evidence-based content contained within

An essential resource promoting the efficient use of practitioner time, the Child Psychotherapy Treatment Planner belongs in the libraries of clinicians responsible for the development of treatment plans for children.

ARTHUR E. JONGSMA, Jr., PhD, is the Series Editor for the bestselling PracticePlanners^®. Since 1971, he has provided professional mental health services to both inpatient and outpatient clients. He was the founder and Director of Psychological Consultants, a group private practice in Grand Rapids, Michigan, for 25 years.

KATHERINE PASTOOR, is a Limited Licensed Psychologist at Berghuis Psychological Services, working with patients with demonstrated sexual behavior problems. Her work includes the completion of risk assessments, the running of treatment groups, and conducting individual therapy with clients.

DAVID J. BERGHUIS, MA, LLP, is in private practice and has worked in community mental health for more than a decade. He is also coauthor of numerous titles in the PracticePlanners^® series.

TIMOTHY J. BRUCE, PHD, is Professor and Associate Chair of the Department of Psychiatry and Behavioral Medicine at the University of Illinois College of Medicine.

Inhalt

PracticePlanners Series Preface vii

Progress Notes Introduction 1

Academic Underachievement 3

Adoption 20

Anger Control Problems 36

Anxiety 51

Attention-Deficit/ Hyperactivity Disorder (ADHD) 66

Autism Spectrum Disorder (ASD) 82

Blended Family 98

Bullying/Aggression Perpetrator 111

Bullying/Aggression Victim 124

Conduct Disorder/Delinquency 139

Depression 154

Disruptive Mood Dysregulation Disorder (DMDD) 171

Divorce Reaction 183

Enuresis/Encopresis 202

Fire Setting 217

Gender Dysphoria 228

Grief/Loss Unresolved 240

Intellectual Disability 254

Low Self-Esteem 270

Lying/Manipulative 284

Medical Condition 299

Obsessive-Compulsive

Disorder (OCD) 314

Oppositional Defiant 326

Overweight/Obesity 341

Parenting 353

Peer/Sibling Conflict 368

Physical/Emotional Abuse Victim 380

Posttraumatic Stress Disorder (PTSD) 395

Reactive Attachment/Disinhibited Social Engagement Disorder 412

School Refusal 427

Separation Anxiety 446

Sexual Abuse Victim 463

Sleep Disturbance 480

Social Anxiety 492

Specific Phobia 508

Speech/Language Disorders 520

Textauszug

ACADEMIC UNDERACHIEVEMENT

CLIENT PRESENTATION

1. History of Underperformance (1)*
   1. The client's teachers and parents report a history of overall performance that is below the client's chronological age, given the client's measured intelligence or performance on standardized achievement tests.
   2. The client verbally admitted that their current academic performance is below their chronological age.
   3. The client has started to assume more responsibility for increasing academic performance to an age‐appropriate level.
   4. The client has taken active steps (e.g., studying at routine times, seeking outside tutor, consulting with teacher before or after class) to improve academic performance.
   5. The client's academic performance has improved to a level expected for their chronological age.
2. Academic Underachievement (2)
   1. The client's teachers and parents reported a history of academic performance that is below the expected level, given the gifted client's measured intelligence or performance on standardized achievement tests.
   2. The client verbally admitted that current academic performance is below the expected level of functioning.
   3. The client has started to assume more responsibility for completing school and homework assignments.
   4. The client has taken active steps (e.g., studying at routine times, seeking outside tutor, consulting with teacher before or after class) to improve academic performance.
   5. The client's academic performance has improved to the expected gifted level.
3. Incomplete Homework Assignments (3)
   1. The client has consistently failed to complete classroom or homework assignments in a timely manner.
   2. The client has refused to comply with parents' and teachers' requests to complete classroom or homework assignments.
   3. The client expressed a renewed desire to complete classroom and homework assignments on a regular basis.
   4. The client has recently completed classroom and homework assignments on a consistent basis.
   5. The client's regular completion of classroom and homework assignments has resulted in higher grades.
4. Disorganization (4)
   1. The parents and teachers described a history of the client being disorganized in the classroom.
   2. The client has often lost or misplaced books, school papers, or other important things necessary for tasks or activities at school.
   3. The client has started to take steps (e.g., using a planner or agenda to record school/homework assignments, consulting with teachers before or after school, scheduling routine study times) to become more organized at school.
   4. The client's increased organizational abilities have contributed to improved academic performance.
5. Poor Study Skills (4)
   1. Parents and teachers reported that the client has historically displayed poor study skills.
   2. The client acknowledged that lowered academic performance is primarily due to the lack of studying.
   3. The client has recently spent little time studying.
   4. The client reported a recent increase in study time.
   5. The client's increased study time has been a significant contributing factor to improved academic performance.
6. Procrastination (5)
   1. The client has repeatedly procrastinated or postponed doing classroom or homework assignments in favor of engaging in social, leisure, or recreational activities.
   2. The client has continued to procrastinate doing classroom or homework assignments.
   3. The client has agreed to postpone social, leisure, or recreational activities until completing homework assignments.
   4. The client has demonstrated greater self‐discipline by completing homework assignments before engaging in social, leisure, or recreational activities.
   5. The client has achieved and maintained a healthy balance between accomplishing academic goals and meeting social and emotional needs.
7. Lack of Motivation (6)
   1. The client verbalized little motivation to improve academic performance.
   2. The client has often complained of being bored with or disinterested in schoolwork.
   3. The client verbally acknowledged that their academic performance will not improve unless the client shows more interest and puts forth greater effort.
   4. The client has shown more interest in schoolwork and put forth greater effort.
   5. The client's renewed interest and motivation have contributed to improved academic performance.
8. Depression (7)
   1. The client's feelings of depression, as manifested by apathy, listlessness, and lack of motivation, have contributed to and resulted from lowered academic performance.
   2. The client appeared visibly depressed when discussing lowered academic performance.
   3. The client expressed feelings of happiness about improved academic performance.
   4. The client's academic performance has improved since their depression has lifted.
9. Low Self‐Esteem (7)
   1. The client's low self‐esteem, feelings of insecurity, and lack of confidence have contributed to and resulted from lowered academic performance.
   2. The client displayed a lack of confidence and expressed strong self‐doubts about being able to improve academic performance.
   3. The client verbally acknowledged a tendency to give up easily and withdraw in the classroom when feeling insecure and unsure.
   4. The client verbalized positive self‐descriptive statements about academic performance.
   5. The client has consistently expressed confidence in their ability to achieve academic goals.
10. Disruptive/Attention‐Seeking Behavior (8)
    1. The client has frequently disrupted the classroom with negative attention‐seeking behavior instead of focusing on schoolwork.
    2. The parents have received reports from teachers that the client has continued to disrupt the classroom with negative attention‐seeking behavior.
    3. The client acknowledged tending to engage in disruptive behavior when they begin to feel insecure or become frustrated with schoolwork.
    4. The client has started to show greater self‐control in the classroom and inhibit the impulse to act out in order to draw attention to self.
    5. The client has demonstrated a significant decrease in disruptive and negative attention‐seeking behavior.
11. Low Frustration Tolerance (8)
    1. The client has developed a low frustration tolerance as manifested by a persistent pattern of giving up easily when encountering difficult or challenging academic tasks.
    2. The client's low frustration tolerance has resulted in patterns of acting out, disruptions, and negative attention‐seeking behaviors.
    3. The client's frustration tolerance with schoolwork has remained very low.
    4. The client has started to show improved frustration tolerance and has not given up as easily or as often on classroom or homework assignments.
    5. The client has demonstrated good frustration tolerance and consistently completed classroom/homework assignments without giving up.
12. Test‐Taking Anxiety (9)
    1. The client described a history of becoming highly anxious before or during tests.
    2. The client's heightened anxiety during tests has interfered with academic performance.
    3. The client shared that test‐taking anxiety is related to fear of failure and of meeting with disapproval or criticism by significant others.
    4. The client has begun to take steps (e.g., deep breathing, positive self‐statements, challenging irrational thoughts) to reduce anxiety and feel more relaxed while taking tests.
    5. The client reported a significant decrease in the level of anxiety while taking tests.
13. Excessive Parental Pressure (10)
    1. The client has viewed parents as placing excessive or unrealistic pressure on the client to achieve academic success.
    2. The parents acknowledged that they have placed excessive or unrealistic pressure on the client to achieve academic success.
    3. The parents denied placing excessive or unrealistic pressure on the client to achieve; instead, they attributed the client's lowered academic performance to lack of motivation and effort.
    4. The client reported that parents have decreased the amount of pressure they placed on the client to achieve academic success.
    5. The parents have established realistic expectations of the client's level of capabilities.
14. Family History of Academic Problems (11)
    1. The client and parents described a family history of academic problems and failures.
    2. The client's parents have demonstrated little interest or involvement in the client's schoolwork or activities.
    3. The client expressed a desire for parents to show greater interest and involvement in schoolwork or activities.
    4. The parents verbalized a willingness to show greater interest in and to become more involved in the client's schoolwork or activities.
    5. The parents have sustained an active interest and involvement in the client's schoolwork and have implemented several effective interventions to help the client achieve academic goals.
15. Environmental Stress (12)
    1. The client's academic performance has markedly declined since...

Produkt-Details

• Erscheint lt. Verlag: 13.2.2023
• Reihe/Serie: Practice Planners
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Schlagworte: Child & Adolescent Clinical Psychology • Clinical psychology • Klinische Psychologie • Klinische Psychologie / Kinder u. Jugendliche • Practice Management • Psychologie • Psychology • Psychotherapie / Praxismanagement
• ISBN-10: 1-119-84091-0 / 1119840910
• ISBN-13: 978-1-119-84091-6 / 9781119840916