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Dealing with teenagers
Chapter 13
14 May 2013
Psych 3C11
08:00- 8:45
L. Du Plessis
University of Johannesburg
 Resilient youths develop social competencies
that help them to negotiate life’s challenges
and to emerge as healthy, strong and
contributing individuals.
 1.Critical School Competencies
 2. Concept of Self
 3. Connectedness
 4. Coping Ability
 5. Control: Strategies for cognitive change
 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.
 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
 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
 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
 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.
 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
 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.
 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
 Thought catching (saying negative things to
self)
 Evaluation (automatic & habitual
thoughts/beliefs)
 Accurate explanations (to change automatic
thoughts)
 Decatastrophizing (worst case mostly
unlikely)
 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
 Rational-emotive behaviour therapy (REBT):
 Major assumption: thoughts create feelings.
 A: Activating event
 B: Belief
 C: Consequence
 D: Dispute (evidence, alternatives, implications,
usefulness)
 E: Emotional effects
 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
 Practice REBT:
 Think of something stressful in your life… (like
exams), apply REBT
 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
 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
 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
 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
 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
 Problem-solving steps
 Define the problem
 Examine vairables
 Consider alternatives
 Isolate a plan
 Do action steps
 Evaluate effects
 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
 Self management and self-control are both
part of self-regulation.
 Self-regulation required the following skills
 Self assessment
 Self-monitoring
 Self-reinforcement
 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.

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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
  • 15.  Rational-emotive behaviour therapy (REBT):  Major assumption: thoughts create feelings.  A: Activating event  B: Belief  C: Consequence  D: Dispute (evidence, alternatives, implications, usefulness)  E: Emotional effects
  • 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.