How to cure cirrhosis and chronic hepatitis naturally
Dealing with teenagers
2. Chapter 13
14 May 2013
Psych 3C11
08:00- 8:45
L. Du Plessis
University of Johannesburg
3. Resilient youths develop social competencies
that help them to negotiate life’s challenges
and to emerge as healthy, strong and
contributing individuals.
4. 1.Critical School Competencies
2. Concept of Self
3. Connectedness
4. Coping Ability
5. Control: Strategies for cognitive change
5. Teach
Rationale, explanation and instruction for skills
Show
Model the skill (either by video or by trainer)
Practice
Role play in the session
Reinforce
Provide feedback and encouragement
Apply
Students practice in “real life,: record their
experiences and report back.
6. Developed after 30 years of research, this program by Spivack and
Shure (Shure, 2006) is designed to enhance interpersonal thinking
skills that reduce or prevent high-risk behavior.
Lessons are grouped into “pre-problem solving skills” and
“Problem solving skills”
Prevention Strategy for Children: Interpersonal Cognitive Problem
Solving
Learn how to think, not what to think
Rebelliousness, aggression etc all NB early predictors of later
delinquency, alcohol and drug abuse, psychopathology and school
dropout
Lack of adequate problem-solving (PS) skills
The earlier the skills can be taught the better!
Problem solvers draw on repertoire of social behavioural and
social competencies and knowledge
IQ scores not related to PS skills
7. Includes good academic skills and academic
survival skills
Includes social competency: appropriate
behaviour, friendships, nonviolent resolution,
assertiveness and resistance to peer pressure
Training in life skills
8. These lessons include
Teaching the ICPS vocabulary
Teaching cause-and-effect relationships
Encouraging listening and paying attention skills
Helping children identify feelings
▪ If people’s feelings are to be considered in decision
making, it is necessary to identify, understand and
verbalize
9. These skills are taught through lessons on
Alternative solutions
▪ Recognize problems and generate possible solutions
Consequences
▪ Consequential thinking and “what might happen next”
Solution-consequence pairs
▪ Practice in linking solutions with consequences
▪ Children suggest a solution to a problem, think of a
possible consequence and then return to the same
problem and – repeat – until goal is reached.
10. Older students are taught means-ends
thinking, which involves:
Planning a series of specific actions to attain a
given goal
Recognizing and devising ways around potenial
obstacles
In addition, teachers are encouraged to help
students think about hypothetical situations
and apply skills to actual problems
throughout the day
11. Optimism
Research has demonstrated a link between
pessimism and eventual depression
Optimism is an ability to think positively about
one’s situation and future, even in the face of
difficulty
Optimistic employ an explanatory style in which
they think a bed event is temporary, limited to the
specific event and with many possible causes
other than themselves.
12. Optimism: What is?
Internal vs. external blame: personalise all (Learn
to take responsibility for events)
Sometimes vs. always: failure is permanent
Cause of bad events: pervasive, impact is
permanent and global rather than specific
Global explanations: bad events: give up on
everything. Learn to be specific
13. Thought catching (saying negative things to
self)
Evaluation (automatic & habitual
thoughts/beliefs)
Accurate explanations (to change automatic
thoughts)
Decatastrophizing (worst case mostly
unlikely)
14. Cognitive Restructuring
Based on the assumption that faulty cognitions cause
detrimental self-evaluations and emotional distress,
leading to behavioral problems
The goal is to help people develop their cognitive
ability to recognize faulty self-statements and to
substitute more positive ones
Rational-emotive behaviour therapy (REBT): thinking
creates feelings therefore change faulty thinking
(Ellis: ABCDE model)
Beck’s CT model
16. The child learns to recognize the activating
event (A), the corresponding belief (B) about
the even and the emotional and behavioral
consequences
The counselor then helps the person to
dispute (D) the old belief system and attend
to the new emotional and behavioral effects
(E) of more rational thinking
17. Practice REBT:
Think of something stressful in your life… (like
exams), apply REBT
18. Beck’s CT:
CognitiveTherapy: cognitive triad, schemas and
cognitive errors
Cognition and effect: interactive
Cognitive triad: negative view of the world, self and
future
Cognitive schema: stable cognitive pattern that
individuals create from triad
Cognitive error: negative schemas (core belief)
maintained and exacerbated by faulty info processing
19. Clients are taught to
Recognize the connections between cognitions,
affect and behavior
Monitor negative automatic thoughts
Examine evidence related to distorted automatic
cognitions
Substitute more realistic interpretations for
distorted cognitions
Learn to identify and modify dysfunctional beliefs
20. Connectedness with others is critical in
people’s lives
Connectedness involves both intrapersonal
awareness and interpersonal skills
Training in interpersonal communication
Training in Assertiveness Skills
▪ Including nonverbal communication
▪ Resistance and refusal training
21. Many at-risk young people are affected by
stress and anxiety
Relaxation and imagery to helpful tools to
offset some of the negative aspects of
anxiety and stress.
Beneficial relaxation
Progressive relaxation
Visual imagery
Affirmations
22. At-risk children often struggle with effective
decision making
egocentric perspective-taking
Perception of limited alternative
Social-cognitive distortions
▪ Make errors when interpreting social stimuli and
misjudge consequences of hostile acts
23. Problem-solving steps
Define the problem
Examine vairables
Consider alternatives
Isolate a plan
Do action steps
Evaluate effects
24. Self management: the ability to maintain or
alter goal-directed behavior without
depending on discernable external forces
Self control: refers to control over one’s
affective, cognitive and behavioral reactions
Helps prevent problem situations, limit negative
emotional reactions, resist problematic behaviors
and delay gratification
25. Self management and self-control are both
part of self-regulation.
Self-regulation required the following skills
Self assessment
Self-monitoring
Self-reinforcement
26. Communication and life skills, cognitive
change strategies and coping techniques are
NB.The earlier these skills are taught and
learnt, the better. Reinforcement is also
necessary.