Graziano / Goldstein / Krasner Child Without Tomorrow

Pergamon General Psychology Series
1. Auflage 2013
ISBN: 978-1-4831-5158-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 308 Seiten, Web PDF

Child Without Tomorrow is a description of the author's findings with severely emotionally disturbed children. It also aims to show that through proper and continuous intervention, disturbed children can be taught new, complex, and socially adaptive behavior. The book covers the preparation done in the study, the description of the children that were part of the study as well as the rationale why they were chosen, the planning and implementation done throughout the course of the study, the detailed record of the six-year project, starting from its conception up until its dissolution, its effects on the children and the progress they have made, and the steps that must be done in order for the children to continuously improve after the program. The text is not only for child psychologists, pediatricians, and special education teachers, but also for parents, teachers, and other lay people that deal with disturbed children, as the author believes that they can be trained as effective child-behavior therapists.

Autoren/Hrsg.

Graziano, Anthony M.

Goldstein, Arnold P.

Krasner, Leonard

Inhaltsverzeichnis

1;Front Cover;1
2;Child Without Tomorrow;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;About the Author;12
7;Preface;14
8;CHAPTER 1. Introduction: Clinical Innovation and the Mental Health Power Structure1;18
8.1;CHILD WITHOUT TOMORROW;18
8.2;INNOVATION IN MENTAL HEALTH;21
8.3;THE LOCAL AGENCIES AS A FIELD OF PARALLEL BUREAUCRACIES;28
8.4;THE MENTAL HEALTH POWER STRUCTURE;30
8.5;THE LAYMEN AND PROFESSIONAL EXPERTISE;36
8.6;APPLICATIONS AND INQUIRY;38
8.7;HELPING AND REALITY;40
9;CHAPTER 2.
Assumptions, Facilities and Stoff1;42
9.1;INITIAL ASSUMPTIONS;42
9.2;THE TEACHING EMPHASIS;44
9.3;BEHAVIORAL ASSESSMENT;45
9.4;BEHAVIORAL DEFICITS;48
9.5;BEHAVIORAL SURPLUSES;49
9.6;BEHAVIORAL BASELINES, DIMENSIONS, AND GOALS;50
9.7;ACQUISITION OF ADAPTIVE BEHAVIOR THROUGH POSITIVE REINFORCEMENT OF SUCCESSIVE APPROXIMATIONS;51
9.8;DECREMENT OF SURPLUS BEHAVIOR THROUGH NON-REINFORCEMENT AND THE ACQUISITION OF INCOMPATIBLE RESPONSES;52
9.9;STIMULUS CONTROL;52
9.10;FINANCES AND EQUIPMENT;53
9.11;PHYSICAL FACILITIES;54
9.12;PERSONNEL;54
9.13;EXPECTATIONS OF STAFF PERFORMANCE;59
9.14;PROGRAM SUPPORTS FOR THE HIGH EXPECTATIONS;62
9.15;SUMMARY AND CONCLUSIONS;65
10;CHAPTER 3.
The Children;68
10.1;THE ORIGINAL GROUP;68
10.2;BILLY;69
10.3;FRANKIE;72
10.4;MARY;80
10.5;THE FOCAL GROUP;86
11;CHAPTER 4.
Structure, Stimulus Control and Initial Strategies;88
11.1;STRUCTURE AND STIMULUS CONTROL;88
11.2;STIMULUS CONTROL AND CONTINGENCY MANAGEMENT;90
11.3;RESPONDENT CONDITIONING AND STIMULUS CONTROL;91
11.4;OPERANT CONDITIONING AND STIMULUS CONTROL;92
11.5;PSYCHOTIC BEHAVIOR AND STIMULUS CONTROL;93
11.6;STIMULUS CONTROL AND THE PROBLEM OF ATTENTION WITH PSYCHOTIC CHILDREN;95
11.7;STIMULUS CONTROL AND PROGRAM STRUCTURE;96
11.8;THE DATA COLLECTION;97
11.9;THE DAILY SCHEDULE;97
11.10;BEHAVIORAL GOALS;99
11.11;ACHIEVING AN INCREASED GENERAL RESPONSE RATE AND IDENTIFYING AND DEVELOPING EFFECTIVE REINFORCERS;102
12;CHAPTER 5.
The First 100 Sessions;120
12.1;THE ORIGINAL GROUP;120
12.2;THE FOCAL GROUP;134
12.3;CATHY;135
12.4;GERRY;142
13;CHAPTER 6.
Shaping Complex Social Behavior;148
13.1;THE FIRST YEAR: DIFFERENTIAL REINFORCEMENT;148
13.2;SNACK TIME AND THE DEVELOPMENT OF VERBAL REINFORCERS;152
13.3;SHIFTING FROM PRIMARY TO SECONDARY REINFORCEMENT;155
13.4;THE SECOND YEAR: SCHOOL TIME, AND GENERALIZING SOCIAL RESPONSES;157
13.5;DEVELOPMENT OF ACADEMIC BEHAVIOR;159
13.6;THE THIRD YEAR: ACADEMICS IN EARNEST;165
13.7;SUMMARY;169
14;CHAPTER 7.
Control of Aggressive and Tantrum Behavior;172
14.1;EXTINCTION;173
14.2;PHYSICAL RESTRAINT, REPETITION AND REINFORCEMENT OF VERBAL "RULES";174
14.3;REMOVAL FROM THE REINFORCEMENT SITUATION AND SOCIAL ISOLATION;177
14.4;"SUSPENSION" FROM SCHOOL ASTIME-OUT" FROM REINFORCEMENT;180
14.5;PROGRAMMED RELAXATION AND RECIPROCAL INHIBITION;181
14.6;RELAXATION TRAINING;186
14.7;DESENSITIZATION SEQUENCES;188
14.8;SUMMARY;191
15;CHAPTER 8.
Summer Comp;194
15.1;INTRODUCTION;194
15.2;PROGRAM OBJECTIVES;194
15.3;THE CHILDREN;195
15.4;STRUCTURE: GROUP ASSIGNMENTS;195
15.5;OVERALL SEQUENCE;196
15.6;INITIAL WEEK OF STAFF ORIENTATION;196
15.7;THE FIRST TWO WEEKS: ESTABLISHING THE REINFORCING VALUE OF C197
15.8;THE SECOND TWO WEEKS: INCREASINGTHE STRUCTURE, LIMITS ON BEHAVIOR,AND DEVELOPING ALTERNATIVE ADAPTIVE BEHAVIOR;198
15.9;THE THIRD TWO WEEKS: CONSOLIDATION;200
15.10;DAILY SCHEDULE AND ACTIVITIES;200
15.11;DELAYED SECONDARY REINFORCEMENT;210
15.12;TIME-OUT FROM REINFORCEMENT:TEMPORARY EXCLUSION FROM C212
16;CHAPTER 9.
Active Therapeutic Roles for Parents;216
16.1;TRAINING PARENTS AS THERAPISTS;216
16.2;THREE CASE EXAMPLES;218
16.3;TIME RELATIONSHIPS AMONG THE BEHAVIOR DIMENSIONS;234
16.4;CONCLUSIONS;235
17;CHAPTER 10.
The Fourth Year;238
17.1;INTRODUCTION;238
17.2;PROGRAM STRUCTURE;239
17.3;BEHAVIOR CHANGES DURING THE FOURTH YEAR;241
17.4;PLANS FOR EVALUATION;250
17.5;PLANS FOR THE FIFTH YEAR;251
18;CHAPTER 11.
The Programs Dissolution;254
18.1;OPERATIONAL DIMENSIONS AND PUBLIC IMAGES;254
18.2;SEDMICS DISORGANIZATION;255
18.3;LAYMAN-PROFESSIONAL ISSUES;256
18.4;SEDMICS UNEVEN DEVELOPMENT;256
18.5;THE LAYMEN'S UNDERESTIMATION OF THE TASK;258
18.6;THE ISSUE OF "COMMITMENT";259
18.7;NEAR-RESOLUTION OF THE CRISES;260
18.8;INCURSION OF A RIVAL AGENCY;261
18.9;THE PRESIDENT GAINS FULL CONTROL;263
18.10;SEDMIC'S FINAL PROGRAM;264
18.11;THE STAFFS FINAL PHASING OUT;265
18.12;BEHAVIORAL DETERIORATION;267
18.13;BRIEF REORGANIZATION;271
18.14;THE LAST DAY;276
19;CHAPTER 12.
Summary and Conclusions;278
19.1;A SUMMARY OF PROGRAM DEVELOPMENT;279
19.2;THE FOCAL GROUP;285
19.3;MAJOR CONCLUSIONS;286
19.4;SUGGESTIONS FOR FUTURE PROGRAMMING;291
19.5;ACTIVE MENTAL HEALTH CONSUMERISM- A NOTE TO PARENTS;294
20;REFERENCES;300
21;Index;304
22;TITLES IN THE PERGAMON GENERAL PSYCHOLOGY SERIES;308