Thesis (M.S.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. 20-23).

The systemic orientation to behavioral change and the use of paradoxical interventions has been predominantly associated with the family therapy movement. Recently practitioners have been experimenting with the use of strategic/systemic methods in residential treatment centers, schools, and hospital inpatient settings. The literature suggests that these interventions may be ideally suited for oppositional or reluctant clients who resist cooperating in the treatment process. This thesis provides a case study description of an adolescent treatment home which has developed a strategic/systemic approach to residential care. The implementation of a systemic perspective to residential treatment required substantial changes to traditional child care philosophy and practice. These changes are described and discussed and actual intervention examples are presented which help to illuminate this novel approach to residential treatment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

This study assessed the efficacy of the application of cognitive-behavioral self control therapy with a sample of psychiatrically impaired adolescents. Ten adolescent inpatients (5 male/5 female), residing within the Adolescent Unit of the State Hospital of a Southwestern state, were selected as subjects. Subjects ranged in age from 12 to 17 years and were paid volunteers. Subjects were assessed pretreatment for non self controlled behavior via the teacher rated Self Control Rating Scale (Kendall & Wilcox, 1979). This measure also served as the blocking variable utilized for random assignment to treatment or control group. Five adolescents were assigned to each group. Pretreatment measures of social perspective taking (Chandler Bystander Cartoons; Chandler, 1973) and social problem solving (Means-Ends Problem Solving test: Platt & Spivack, 1975) were taken additionally. All three measures were repeated at posttreatment and at 4 week follow-up. Treatment consisted of twelve 60-minute sessions held 3 times a week over the period of 4 weeks. The treatment consisted of a group application of Kendall's (1980) Cognitive-Behavioral Self Control therapy. The main treatment strategies included: (1) a problem solving approach, (2) self instructional training, (3) behavioral contingencies, (4) modeling, (5) affective education, and (6) role play exercises. The separate strategies were essentially interwoven. Except for the cognitive-behavioral self control training proper, subjects in both treatment and control groups were given similar tasks, task instructions, and performance feedback. Results found a range of behavioral self control skills distributed among the subjects but failed to support the hypothesis of associated poor social perspective taking and social problem solving skills. Treatment failed to improve teacher ratings of behavioral self control at posttreatment and at follow-up. Likewise, no significant improvement was found in social problem solving skills at posttreatment or follow-up, although a trend toward improvement was suggested. A significant improvement in social perspective taking skills was found in the treatment group at posttreatment. The improvement was maintained at 4 week follow-up. The results are interpreted as suggesting that cognitive-behavioral self control training can be useful in facilitating the further development and enhancement of previously inadequate cognitive capacities in psychiatrically impaired, non self controlled adolescents. Certain suggestions for enhancing the effectiveness and generalization of the treatment approach are discussed.

Residential placement is considered the most severe sanction for adjudicated youth, yet there is little consensus on best practices and interventions in residential settings. Demographic trends in the juvenile justice system further exacerbate challenges in studying residential placements. Disparities among minority youth, diverging state definitions of juvenile sex offenses, discrepancies in recidivism measures, and variations in local and state juvenile courts have contributed to a convoluted system that has struggled to identify the meaning of "success" in residential settings. Building on theories of engagement in residential care and program theory of change, this mixed methods study explores how various components of a residential program for adjudicated young males contribute to time in the program leading up to transition out of the program. Event history analysis was used to examine administrative program data. Then, follow-up interviews were conducted with program employees to gather further insight to supplement quantitative findings. Findings indicated that juvenile sex offenses and home visits played a significant role. Additionally, race, ethnicity, and duration and engagement in family, individual, and group sessions also played varying roles in youths' transition out of the program. Findings from the employee interviews further supported that race, ethnicity, culture, and family are all critical parts of residential treatment. The interviews also discussed the role that Collaborative and Proactive Solutions, a behavioral modification approach used in this program, plays in youths' overall engagement during their time in the program.

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 169 p. Vita. Includes abstract. Includes bibliographical references (p. 123-134).

In recent years, an important focus has been placed on training counsellors to attend to cultural diversity. In an effort to assist counsellors in this process, models of Multicultural Counselling Competencies (MCC) have been developed for work with adult populations. Unfortunately, little attention has been given to adapting these models or developing specific models for counselling with adolescents. While clinical guidelines have been proposed for counsellors working with culturally diverse youth, they have yet to be empirically tested. The present study investigated the MCC which former adolescent clients believed to be important to them when they attended counselling. Participants included 20 women between the ages of 18 and 23 who sought counselling when they were between the ages of 12 and 19. Participants completed an in-depth qualitative interview about their counselling experiences and were asked to discuss the aspects of counselling they found to be most and least helpful. The interview data was analyzed using phenomenological methodology. The components of cultural competence (counsellor awareness, knowledge, and skills) proposed in the tripartite model of MCC and the multicultural counselling relationship were used as points of entry in the data analysis process. The results of this study provided support for the integration of these competencies in counselling with female adolescents. However, participant's accounts indicated that the competencies of awareness, knowledge, skills, and relationship are not sufficient for culturally competent counselling to occur. Additional MCC were found to be important for work with female adolescents, including cultural sensitivity, family interventions, and help beyond counselling. The results of this study have important implications for the training and practice of psychology. Obtaining the viewpoint of female clients who attended counselling during their adolescence was invaluable, as they offered a unique perspective, which was not previously available in the literature. This unique viewpoint informs us about the specific needs of female adolescents and provides useful information about the MCC counsellors may need to develop in order to work with this population.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2007. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 150-161).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 132-151). Also available via the Internet.