Download Adolescent Psychotherapy Homework Planner (Practice by Arthur E., Jr. Jongsma, L. Mark Peterson, William P. McInnis PDF

By Arthur E., Jr. Jongsma, L. Mark Peterson, William P. McInnis

ISBN-10: 0470043350

ISBN-13: 9780470043356

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Additional resources for Adolescent Psychotherapy Homework Planner (Practice Planners)

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The ADHD client frequently finds him / herself in trouble without realizing what caused him / her to get there, and fails to recognize the antecedents of his / her negative consequences. In this exercise, the client is taught a basic problem-solving strategy to help inhibit impulses. The client first identifies a problem and then works through the subsequent problem-solving stages. This exercise can be used with other adolescents who do not have ADHD, but who have problems with impulse control.

The increased supervision or structure often requires frequent communication between the home and school. In this program, the parents and teacher(s) are asked to maintain open lines of communication through the use of daily or weekly progress reports. The teacher(s) is asked to send home a daily or weekly progress report to the parents, informing them as to how well their son or daughter is doing at keeping up with and completing school assignments. The frequency of the progress reports, either daily or weekly, should depend on several factors: the child’s age, motivation, and how responsible he / she is about completing his / her school or homework assignments.

B GOOD GRADE INCIDENT REPORT 1. Please give a recent example of when you received a good grade on a test or assignment. What grade did you receive? What class did you receive the good grade in? 2. Which of these factors and / or strategies helped you to receive the good grade? ) Motivation / desire to do well Studied in advance Reviewed material more than once Broke assignment down into small steps over time Studied with a friend or other student Asked teacher in class for help to better understand subject Met with teacher after class or before school Asked parent for help Called a friend for help Other (please identify) Received help from an adult tutor Received tutoring from another peer 3.

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