{"product_id":"helping-families-with-troubled-children-isbn-9780470015506","title":"Helping Families with Troubled Children","description":"\u003cp\u003eIn \u003ci\u003eHelping Families with Troubled Children\u003c\/i\u003e Carole Sutton stresses the importance of attempting to work with families before difficult behaviour becomes entrenched and resistant to intervention, preferably at or before the age of 2 years. Drawing on social learning theory and cognitive behavioural principles, she provides a structured approach to intervention (ASPIRE -Assessment, planning, implementation, review and evaluation) and guides practitioners to work supportively with parents.\u003c\/p\u003e \u003cp\u003eUpdated with the latest research findings in a number of areas of children’s difficulties, specific chapters address sleep problems, anxiety and depression, eating problems, wetting and soiling, serious behaviour problems and ADHD.\u003c\/p\u003e \u003cp\u003eTables and Figures xiii\u003c\/p\u003e \u003cp\u003eAbout the Author xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xviii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e. . . So the grounds for concern are still serious 1\u003c\/p\u003e \u003cp\u003eThe beginnings of a focus upon prevention 1\u003c\/p\u003e \u003cp\u003eSome common themes emerging from the research 3\u003c\/p\u003e \u003cp\u003eDissemination of the necessary skills 7\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I SOME GENERAL PRINCIPLES FOR HELPING FAMILIES 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Research Concerning Troubled Children 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe needs of children 11\u003c\/p\u003e \u003cp\u003eThe nature of children’s difficulties 11\u003c\/p\u003e \u003cp\u003eOrigins of children’s difficulties: risk and protective factors 13\u003c\/p\u003e \u003cp\u003eThe effectiveness of interventions to help children 27\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Social Learning\/Cognitive-behavioural Theory 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWays of thinking about human beings 33\u003c\/p\u003e \u003cp\u003eA range of perspectives on human beings 36\u003c\/p\u003e \u003cp\u003eExploring principles of cognitive-behavioural theory 45\u003c\/p\u003e \u003cp\u003eMaking use of principles of cognitive-behavioural theory 54\u003c\/p\u003e \u003cp\u003eSummary of some key principles of cognitive-behavioural theory 67\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Engaging and Supporting Parents and Families 68\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChildren within a statutory and organisational context 68\u003c\/p\u003e \u003cp\u003eHow can we best support families? 69\u003c\/p\u003e \u003cp\u003eDeveloping awareness of cultural issues 74\u003c\/p\u003e \u003cp\u003eDeveloping a positive focus 77\u003c\/p\u003e \u003cp\u003ePractice issues: the importance of structure 79\u003c\/p\u003e \u003cp\u003eInteragency work 81\u003c\/p\u003e \u003cp\u003eMethods of giving help: evidence from research 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 ASPIRE -- Assessment 84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eASPIRE: a process for practice 84\u003c\/p\u003e \u003cp\u003eWhat is assessment? 85\u003c\/p\u003e \u003cp\u003eThe steps of assessment – and beyond 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 ASPIRE: Planning, Implementation, Review and Evaluation 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe stage of planning – with parents or caregivers 105\u003c\/p\u003e \u003cp\u003eImplementing the plan 119\u003c\/p\u003e \u003cp\u003eReviewing and evaluating the plan 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II HELPING FAMILIES WITH SPECIFIC DIFFICULTIES 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Helping Families with Children Who are Anxious or Depressed 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinition of emotional disorders 131\u003c\/p\u003e \u003cp\u003ePrevalence of emotional difficulties in children 131\u003c\/p\u003e \u003cp\u003eResearch into children and anxiety 133\u003c\/p\u003e \u003cp\u003eHelping families with anxious children 136\u003c\/p\u003e \u003cp\u003eResearch into children and depression 148\u003c\/p\u003e \u003cp\u003eHelping families with depressed children 151\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Helping Families with Children’s Sleeping Problems 158\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinition of sleeping disorder 158\u003c\/p\u003e \u003cp\u003eThe prevalence of sleeping\/waking difficulties 159\u003c\/p\u003e \u003cp\u003eResearch into the origins of bedtime and waking problems 161\u003c\/p\u003e \u003cp\u003eResearch into the management of bedtime and sleep problems 166\u003c\/p\u003e \u003cp\u003eHelping families whose children have bedtime\/waking problems 170\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Helping Families with Children with Eating Problems 180\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProblems of definition 180\u003c\/p\u003e \u003cp\u003ePrevalence of eating\/feeding problems 181\u003c\/p\u003e \u003cp\u003eResearch into the origins of feeding\/eating problems 182\u003c\/p\u003e \u003cp\u003eResearch into the management of eating difficulties 185\u003c\/p\u003e \u003cp\u003eHelping families with children with eating difficulties 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Helping Families with Children with Serious Behaviour Problems 198\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifficulties of arriving at definitions 198\u003c\/p\u003e \u003cp\u003ePrevalence of and continuities in conduct disorders 199\u003c\/p\u003e \u003cp\u003eResearch into the origins of conduct disorders 202\u003c\/p\u003e \u003cp\u003eResearch into intervention in conduct disorders 206\u003c\/p\u003e \u003cp\u003eHelping parents with children with serious behaviour problems 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Helping Families with Children with Attention Deficit Hyperactivity Disorder 224\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifficulties of arriving at definitions and diagnoses 224\u003c\/p\u003e \u003cp\u003ePrevalence of ADHD 226\u003c\/p\u003e \u003cp\u003eResearch into ADHD 227\u003c\/p\u003e \u003cp\u003eResearch concerning the management of ADHD 228\u003c\/p\u003e \u003cp\u003eResearch focusing upon organisational strategies 231\u003c\/p\u003e \u003cp\u003eHelping parents with children with features of ADHD 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Helping Families whose Children Wet or Soil 244\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEnuresis\/bed wetting: definition and prevalence 244\u003c\/p\u003e \u003cp\u003eResearch concerning the origins of bed wetting 244\u003c\/p\u003e \u003cp\u003eResearch concerning the management of bed wetting 247\u003c\/p\u003e \u003cp\u003eHelp for families with children who wet the bed 247\u003c\/p\u003e \u003cp\u003eEncopresis\/soiling 254\u003c\/p\u003e \u003cp\u003eResearch into the origins of soiling 255\u003c\/p\u003e \u003cp\u003eResearch into the management of soiling 256\u003c\/p\u003e \u003cp\u003eHelp for families with children who soil 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Parent Education and Training: Values and Research 263\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe value base of the work: ethical issues 263\u003c\/p\u003e \u003cp\u003eSupport for families in a multicultural society 265\u003c\/p\u003e \u003cp\u003eThe content and process of effective programmes of parent training 266\u003c\/p\u003e \u003cp\u003eContent and characteristics of effective parent education programmes 266\u003c\/p\u003e \u003cp\u003eThe process and practicalities of parent training 268\u003c\/p\u003e \u003cp\u003eDevising agreements to support practice 270\u003c\/p\u003e \u003cp\u003eMaintaining the improvement 275\u003c\/p\u003e \u003cp\u003eConcluding remarks 276\u003c\/p\u003e \u003cp\u003eAppendix 1 Form for assessment of child behaviour difficulty 277\u003c\/p\u003e \u003cp\u003eAppendix 2 Form for recording ‘life events’ for the family and child 282\u003c\/p\u003e \u003cp\u003eAppendix 3 Form for obtaining ratings on the life events scale 283\u003c\/p\u003e \u003cp\u003eAppendix 4 Form for compiling summary of information relevant to assessment 285\u003c\/p\u003e \u003cp\u003eAppendix 5 Form for noting A–B–C sequences 286\u003c\/p\u003e \u003cp\u003eAppendix 6 Form for charting behaviours 287\u003c\/p\u003e \u003cp\u003eAppendix 7 Form for eight-week charting of positive and negative behaviours 288\u003c\/p\u003e \u003cp\u003eAppendix 8 Form for planning with parents 290\u003c\/p\u003e \u003cp\u003eAppendix 9 Parenting positively: some notes for parents 291\u003c\/p\u003e \u003cp\u003eAppendix 10 Weekly sleep chart 292\u003c\/p\u003e \u003cp\u003eAppendix 11 Guidelines for good practice of behavioural and cognitive psychotherapy 293\u003c\/p\u003e \u003cp\u003eAppendix 12 Form for framing an agreement between a worker and a client 298\u003c\/p\u003e \u003cp\u003eAppendix 13 Form for framing an agreement in one-to-one or family work 299\u003c\/p\u003e \u003cp\u003eReferences 301\u003c\/p\u003e \u003cp\u003eIndex 315\u003c\/p\u003e \u003cp\u003e\"...a comprehensive text for helping children and their families which focuses on early intervention and prevention.\" (\u003ci\u003eCommunity Care\u003c\/i\u003e, August 2006)\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCarole Sutton\u003c\/b\u003e is Associate Director of the Unit for Parenting Studies at De Montfort University. She originally worked as a social worker in the fields of health, mental health and children and families, where her experiences as a practitioner and as a parent led to an interest in preventive work to support young families. She studied for a degree in psychology and then for a doctorate in parent education, working with Professor Martin Herbert. She is a chartered psychologist. This book has grown out of her subsequent experiences of teaching and training professional workers, health visitors, social workers in field and residential settings, psychologists, family therapists, teachers and doctors and supporting parents in helping their troubled children.\u003c\/p\u003e \u003cp\u003eThe growing incidence of mental health problems and offending in adolescents suggests that preventive work with parents remains a critical area. This suggestion has been confirmed by longitudinal research that shows, for example, that children whose mothers are stressed in pregnancy are in danger of developing hyperactivity.\u003c\/p\u003e \u003cp\u003eIn \u003ci\u003eHelping Families with Troubled Children\u003c\/i\u003e, Carole Sutton stresses the importance of working with families before difficult behaviour becomes entrenched and resistant to intervention. This preventive work should take place from pregnancy onwards.\u003c\/p\u003e \u003cp\u003eDrawing on social learning theory and cognitive behavioural principles, Sutton provides a structured approach to intervention (ASPIRE – Assessment, Planning, Implementation, Review and Evaluation). This approach will guide practitioners to work supportively with parents.\u003c\/p\u003e \u003cp\u003eThis \u003ci\u003esecond edition\u003c\/i\u003e has been updated with the latest research findings in a number of areas of children's difficulties. There are specific chapters on sleep problems, anxiety and depression, eating problems, wetting and soiling, serious behaviour problems and ADHD.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989356789989,"sku":"NP9780470015506","price":60.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470015506.jpg?v=1761783797","url":"https:\/\/k12savings.com\/es\/products\/helping-families-with-troubled-children-isbn-9780470015506","provider":"K12savings","version":"1.0","type":"link"}