{"product_id":"helping-families-with-troubled-children-a-preventive-approach-hardback-9780470015490","title":"Helping Families with Troubled Children; A Preventive Approach (Hardback) 9780470015490","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eHelping Families with Troubled Children\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Preventive Approach\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eCarole Sutton (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470015490, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 7 April 2006\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e352 pages\u003cbr\u003e22.9 x 15.2 x 2.5 cm, 0.567 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eThe growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity. \u003c\/p\u003e\n\u003cp\u003eIn \u003ci\u003eHelping Families with Troubled Children\u003c\/i\u003e, Carole Sutton stresses the importance of working with families before difficult behaviour becomes entrenched and resistant to intervention. This preventive work should take place from pregnancy onwards. \u003c\/p\u003e\n\u003cp\u003eDrawing on social learning theory and cognitive behavioural principles, Sutton provides a structured approach to intervention (ASPIRE – Assessment, Planning, Implementation, Review and Evaluation). This approach will guide practitioners to work supportively with parents. \u003c\/p\u003e\n\u003cp\u003eThis \u003ci\u003esecond edition\u003c\/i\u003e has been updated with the latest research findings in a number of areas of children’s difficulties. There are specific chapters on sleep problems, anxiety and depression, eating problems, wetting and soiling, serious behaviour problems and ADHD.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eTables and Figures xiii\u003c\/p\u003e \u003cp\u003eAbout the Author xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xviii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eSo the grounds for concern are still serious 1\u003c\/p\u003e \u003cp\u003eThe beginnings of a focus upon prevention 1\u003c\/p\u003e \u003cp\u003eSome common themes emerging from the research 3\u003c\/p\u003e \u003cp\u003eDissemination of the necessary skills 7\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I SOME GENERAL PRINCIPLES FOR HELPING FAMILIES 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Research Concerning Troubled Children 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe needs of children 11\u003c\/p\u003e \u003cp\u003eThe nature of children’s difficulties 11\u003c\/p\u003e \u003cp\u003eOrigins of children’s difficulties: risk and protective factors 13\u003c\/p\u003e \u003cp\u003eThe effectiveness of interventions to help children 27\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Social Learning\/Cognitive-behavioural Theory 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWays of thinking about human beings 33\u003c\/p\u003e \u003cp\u003eA range of perspectives on human beings 36\u003c\/p\u003e \u003cp\u003eExploring principles of cognitive-behavioural theory 45\u003c\/p\u003e \u003cp\u003eMaking use of principles of cognitive-behavioural theory 54\u003c\/p\u003e \u003cp\u003eSummary of some key principles of cognitive-behavioural theory 67\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Engaging and Supporting Parents and Families 68\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChildren within a statutory and organisational context 68\u003c\/p\u003e \u003cp\u003eHow can we best support families? 69\u003c\/p\u003e \u003cp\u003eDeveloping awareness of cultural issues 74\u003c\/p\u003e \u003cp\u003eDeveloping a positive focus 77\u003c\/p\u003e \u003cp\u003ePractice issues: the importance of structure 79\u003c\/p\u003e \u003cp\u003eInteragency work 81\u003c\/p\u003e \u003cp\u003eMethods of giving help: evidence from research 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 ASPIRE -- Assessment 84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eASPIRE: a process for practice 84\u003c\/p\u003e \u003cp\u003eWhat is assessment? 85\u003c\/p\u003e \u003cp\u003eThe steps of assessment – and beyond 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 ASPIRE: Planning, Implementation, Review and Evaluation 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe stage of planning – with parents or caregivers 105\u003c\/p\u003e \u003cp\u003eImplementing the plan 119\u003c\/p\u003e \u003cp\u003eReviewing and evaluating the plan 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II HELPING FAMILIES WITH SPECIFIC DIFFICULTIES 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Helping Families with Children Who are Anxious or Depressed 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinition of emotional disorders 131\u003c\/p\u003e \u003cp\u003ePrevalence of emotional difficulties in children 131\u003c\/p\u003e \u003cp\u003eResearch into children and anxiety 133\u003c\/p\u003e \u003cp\u003eHelping families with anxious children 136\u003c\/p\u003e \u003cp\u003eResearch into children and depression 148\u003c\/p\u003e \u003cp\u003eHelping families with depressed children 151\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Helping Families with Children’s Sleeping Problems 158\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinition of sleeping disorder 158\u003c\/p\u003e \u003cp\u003eThe prevalence of sleeping\/waking difficulties 159\u003c\/p\u003e \u003cp\u003eResearch into the origins of bedtime and waking problems 161\u003c\/p\u003e \u003cp\u003eResearch into the management of bedtime and sleep problems 166\u003c\/p\u003e \u003cp\u003eHelping families whose children have bedtime\/waking problems 170\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Helping Families with Children with Eating Problems 180\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblems of definition 180\u003c\/p\u003e \u003cp\u003ePrevalence of eating\/feeding problems 181\u003c\/p\u003e \u003cp\u003eResearch into the origins of feeding\/eating problems 182\u003c\/p\u003e \u003cp\u003eResearch into the management of eating difficulties 185\u003c\/p\u003e \u003cp\u003eHelping families with children with eating difficulties 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Helping Families with Children with Serious Behaviour Problems 198\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifficulties of arriving at definitions 198\u003c\/p\u003e \u003cp\u003ePrevalence of and continuities in conduct disorders 199\u003c\/p\u003e \u003cp\u003eResearch into the origins of conduct disorders 202\u003c\/p\u003e \u003cp\u003eResearch into intervention in conduct disorders 206\u003c\/p\u003e \u003cp\u003eHelping parents with children with serious behaviour problems 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Helping Families with Children with Attention Deficit Hyperactivity Disorder 224\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifficulties of arriving at definitions and diagnoses 224\u003c\/p\u003e \u003cp\u003ePrevalence of ADHD 226\u003c\/p\u003e \u003cp\u003eResearch into ADHD 227\u003c\/p\u003e \u003cp\u003eResearch concerning the management of ADHD 228\u003c\/p\u003e \u003cp\u003eResearch focusing upon organisational strategies 231\u003c\/p\u003e \u003cp\u003eHelping parents with children with features of ADHD 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Helping Families whose Children Wet or Soil 244\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEnuresis\/bed wetting: definition and prevalence 244\u003c\/p\u003e \u003cp\u003eResearch concerning the origins of bed wetting 244\u003c\/p\u003e \u003cp\u003eResearch concerning the management of bed wetting 247\u003c\/p\u003e \u003cp\u003eHelp for families with children who wet the bed 247\u003c\/p\u003e \u003cp\u003eEncopresis\/soiling 254\u003c\/p\u003e \u003cp\u003eResearch into the origins of soiling 255\u003c\/p\u003e \u003cp\u003eResearch into the management of soiling 256\u003c\/p\u003e \u003cp\u003eHelp for families with children who soil 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Parent Education and Training: Values and Research 263\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe value base of the work: ethical issues 263\u003c\/p\u003e \u003cp\u003eSupport for families in a multicultural society 265\u003c\/p\u003e \u003cp\u003eThe content and process of effective programmes of parent training 266\u003c\/p\u003e \u003cp\u003eContent and characteristics of effective parent education programmes 266\u003c\/p\u003e \u003cp\u003eThe process and practicalities of parent training 268\u003c\/p\u003e \u003cp\u003eDevising agreements to support practice 270\u003c\/p\u003e \u003cp\u003eMaintaining the improvement 275\u003c\/p\u003e \u003cp\u003eConcluding remarks 276\u003c\/p\u003e \u003cp\u003eAppendix 1 Form for assessment of child behaviour difficulty 277\u003c\/p\u003e \u003cp\u003eAppendix 2 Form for recording ‘life events’ for the family and child 282\u003c\/p\u003e \u003cp\u003eAppendix 3 Form for obtaining ratings on the life events scale 283\u003c\/p\u003e \u003cp\u003eAppendix 4 Form for compiling summary of information relevant to assessment 285\u003c\/p\u003e \u003cp\u003eAppendix 5 Form for noting A–B–C sequences 286\u003c\/p\u003e \u003cp\u003eAppendix 6 Form for charting behaviours 287\u003c\/p\u003e \u003cp\u003eAppendix 7 Form for eight-week charting of positive and negative behaviours 288\u003c\/p\u003e \u003cp\u003eAppendix 8 Form for planning with parents 290\u003c\/p\u003e \u003cp\u003eAppendix 9 Parenting positively: some notes for parents 291\u003c\/p\u003e \u003cp\u003eAppendix 10 Weekly sleep chart 292\u003c\/p\u003e \u003cp\u003eAppendix 11 Guidelines for good practice of behavioural and cognitive psychotherapy 293\u003c\/p\u003e \u003cp\u003eAppendix 12 Form for framing an agreement between a worker and a client 298\u003c\/p\u003e \u003cp\u003eAppendix 13 Form for framing an agreement in one-to-one or family work 299\u003c\/p\u003e \u003cp\u003eReferences 301\u003c\/p\u003e \u003cp\u003eIndex 315\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand 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