Shechtman Treating Child and Adolescent Aggression Through Bibliotherapy

1. Auflage 2008
ISBN: 978-0-387-09745-9
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 239 Seiten

Reihe: The Springer Series on Human Exceptionality

Antisocial acts by children and teens are on the rise - from verbal abuse to physical bullying to cyber-threats to weapons in schools. Strictly punitive responses to aggressive behaviour may even escalate a situation, leaving peers, parents, and teachers feeling helpless.This unique volume conceptualizes aggression as a symptom of underlying behavioural and emotional problems and examines the psychology of perpetrators and the power dynamics that foster intentionally hurtful behaviour in young people. It details for readers how bibliotherapy offers relevant, innovative, and flexible treatment - as a standalone intervention or as a preventive method in conjunction with other forms of treatment - and can be implemented with individuals and groups, parents, teachers, and even rivals.This unique, must-have resource is essential reading for school psychologists, school counselors, social workers, and clinical child psychologists and any allied educational and mental health professionals who work with troubled youth.

Zipora Shechtman is Full Professor at the Faculty of Education, the School Counseling department, at the University of Haifa, Israel. She is a Fellow of the American Psychological Association (APA; division 49), American Counseling Association (ACA; division of specialists of group work), American Group Psychotherapy Association (AGPA), and the Society for Research in Aggression. She is the Associate Editor of Group Dynamics (APA journal) and reviewer for several major journals in counseling and psychotherapy.
Her major area of research is individual and group treatment of children at risk in the schools, including children with social difficulties, children with LD, children of divorce, and aggressive children. She has recently published a book (2007, Erlbaum) entitled Group Counseling and Psychotherapy with Children and Adolescents. Treatment of aggression is her special interest; and she has published outcome and process research extensively in this area, conducted workshops on the treatment of aggression, and presented papers on the topic at international conferences. Her long practice with aggressive children and her intensive research on treatment will make this book a viable contribution to students, teachers, and professionals who are coping with aggressive youth.

Autoren/Hrsg.

Shechtman, Zipora

Inhaltsverzeichnis

1;Preface;6
2;Contents;9
3;The Nature of Aggressive Children;14
3.1;The Problem;14
3.2;Types of Aggression;16
3.2.1;Bullying;16
3.2.2;Reactive and Proactive Aggression;18
3.3;Causes of Aggression;20
3.3.1;Genetic, Biological, and Temperamental Factors;20
3.3.2;Family Factors;21
3.3.3;Social Influences;24
3.3.4;Learning Disabilities;26
3.4;Characteristics of Aggressive Children;27
3.4.1;Verbalization of Emotions;27
3.4.2;Empathy;29
3.4.3;Perception Problems: The Endorsement of Power;30
3.4.4;Self-control;31
3.5;Summary and Implications for Treatment;31
4;Bibliotherapy as a Method of Treatment;34
4.1;Introduction;34
4.2;Cognitive Bibliotherapy;35
4.2.1;Studies of Cognitive Bibliotherapy Treatments;36
4.2.2;Drawbacks of Cognitive Bibliotherapy;38
4.3;Affective Bibliotherapy;39
4.3.1;Benefits of Affective Bibliotherapy;39
4.3.2;The Need for a Therapist;41
4.3.3;Levels of Projection and Forms of Bibliotherapy Materials;43
4.3.4;Research Supporting the Contribution of Affective Bibliotherapy;45
4.4;Summary;49
5;Bibliotherapy and Treatment of Aggression;51
5.1;The Rationale for Using Bibliotherapy with Aggressive Children;51
5.2;The Theoretical Foundation;54
5.3;Studies Validating the Change Process;59
5.4;Therapist Skills;60
5.5;The Content of Intervention;63
5.5.1;Anger;63
5.5.2;Empathy;64
5.5.3;Power Use and Misuse;66
5.5.4;Lack of Self-control;68
5.6;Research Supporting Outcomes;70
5.7;Summary;75
6;The Application of Affective Bibliotherapy;78
6.1;Selecting the Literature: Literary Quality;78
6.2;Themes for Discussion;82
6.2.1;Anger and Anger Management;83
6.2.2;Increasing Empathy;84
6.2.3;The Misuse of Power;86
6.2.4;Self-control;88
6.3;Adjusting the Literature to the Change Process;89
6.3.1;The Initial Stage;89
6.3.2;The Working Stage;91
6.3.3;The Action Stage;93
6.4;Developmental Considerations;94
6.5;The Bibliotherapy Session: Process and Format;95
6.5.1;A Recommended Bibliotherapy Format;95
6.5.2;The Role and Skills of the Therapist;99
6.6;Summary;101
7;Groups for Aggressive Children;103
7.1;Introduction;103
7.1.1;Advantages of the Group Setting;104
7.2;Demonstration: A Group of Young Children;107
7.2.1;Introduction;107
7.2.2;The Group Process;107
7.2.3;Evaluation;112
7.3;Demonstration: A Group of Adolescents;113
7.3.1;Introduction;113
7.3.2;The Group Process;113
7.3.3;Evaluation;125
7.4;Summary;128
8;Individual Treatment;130
8.1;Introduction;130
8.2;Treatment of a Young Boy;130
8.2.1;Background;130
8.2.2;Treatment Process;131
8.2.3;Evaluation;137
8.3;Treatment of a Young Girl;138
8.3.1;Background;138
8.3.2;Treatment Process;138
8.3.3;Evaluation and Comparison with Barry;140
8.4;Treatment of an Adolescent Boy;141
8.4.1;Background;141
8.4.2;Treatment Process;141
8.4.3;Evaluation;144
8.5;Treatment of a Teenage Girl;145
8.5.1;Background;145
8.5.2;Treatment Process;145
8.5.3;Evaluation;148
8.6;Comparison of the Therapeutic Processes of Boys and Girls;148
8.7;Summary;149
9;Treatment in Pairs (Duo-Therapy);151
9.1;Introduction;151
9.2;Treatment of Two Close Friends;152
9.2.1;Background;152
9.2.2;Treatment Process;152
9.2.3;Evaluation;155
9.3;Treatment of Two Rival Classmates;156
9.3.1;Background;156
9.3.2;Treatment Process;156
9.3.3;Evaluation;162
9.4;Treatment of a Young Youth Leader, Paired with Brother and Friend;163
9.4.1;Background;163
9.4.2;Treatment Process;164
9.5;Summary;168
10;Working with Caregivers;170
10.1;Introduction;170
10.2;Working with Mothers;170
10.2.1;Bibliotherapy with Mothers;173
10.2.2;A Mother Providing Treatment to Her Child;174
10.2.3;Research Supporting the Treatment of Mothers of Aggressive Children;177
10.3;Working with Teachers of Aggressive Children;179
10.3.1;Educating Teachers;182
10.3.2;Teachers Applying the Intervention to Students;183
10.4;Summary;185
11;Using Bibliotherapy as a Preventive Intervention in the Classroom;187
11.1;Introduction;187
11.2;The Preventive Program: Classroom Climate Intervention;188
11.2.1;Meeting Basic Needs;188
11.2.2;Positive Climate;189
11.2.3;Cognitive Exploration;189
11.2.4;Developing a Language of Self-expressiveness and Acceptance;191
11.2.5;Bibliotherapy;194
11.2.6;Positive Feedback;195
11.2.7;Termination;196
11.3;Description of a Complete Program;196
11.3.1;Session 1: The Ideal Classroom;196
11.3.2;Session 2: Classroom Rules;196
11.3.3;Sessions 3-4: ‘‘I Wonder Statements’’;197
11.3.4;Session 5: Urgent Disturbing Issue;197
11.3.5;Session 6: Communication;197
11.3.6;Session 7: Positive Feedback;197
11.3.7;Sessions 8-9: Bibliotherapy;198
11.3.8;Session 10: Self-Expression;198
11.3.9;Session 11: Termination;198
11.3.10;Outcomes;198
11.4;Evaluations of the Intervention;199
11.5;Teachers’ and Counselors’ Feedback;200
11.6;Summary;201
12;Summary and Conclusions;202
12.1;Introduction;202
12.2;Description of Childhood Aggression;202
12.3;The Rationale for Using Bibliotherapy;205
12.4;The Implementation of Bibliotherapy;208
12.5;Treating the Caregivers;209
12.6;The Evidence Base of the Bibliotherapy Intervention;210
12.7;Concluding Remarks;212
13;Appendix A: Translated Stories and Poems;214
13.1;The Present/Y. Sade;214
13.2;The Smiley Face/Itzhak Noy;215
13.3;Yaron Is Angry/Dvora Omer;216
14;Appendix B: Stories from Teaching Pictures;219
14.1;The Bully/Sylvia Tester;219
14.2;The Underdog/W. E. S. Folsom-Dickerson;220
14.3;He Did Not Come/Sylvia Tester;222
15;References;224
15.1;Literature;233
15.2;Foreign Literature (Hebrew);233
15.3;Films;234
16;Index;235