The purpose of this study was to increase the level of completed academic tasks through the use of a token economy system with female adolescents in an institutional classroom setting. A 70 percent anticipated completion of academic tasks was the primary aim. Secondly, would there he an 80 percent increase of appropriate behaviors following intervention? Six emotionally disturbed girls living in an adolescent treatment center; subjects of this study, were unable to adjust to the socially acceptable norms of behavior. Each of these girls was described as too disturbed to learn. Utilizing the principles of behavioral change, the experimental classroom was set up to assist each girl in increasing her on academic task behavior and/or to enable her to work and learn independently in the classroom. The environment was arranged in such a way that when a girl interacted with it, learning was maximized. Results found the average classroom percent of weeks meeting or exceeding 70 percent was 31 percent. The days meeting 70 percent criteria was 51 percent. The class average of on academic task rose from 10 percent to 88 percent.

This study sought to evaluate role-plays assessments with adult role-players as a measure of parents' skill acquisition as taught in the Incredible Years (IY) program. Parent performance during the role-play assessments was compared to parent performance during parent-child interactions. Experiment 1 of this study included role- 6 play assessments for the IY program in a multiple-baseline design across 6 skills with pre and post parent-child interactions. Participants were 7 parents with children between the ages of 2 and 8 years. The parent-child interactions were also scored using the Dyadic Parent Interaction Coding System (DPICS). The effectiveness of the role-play assessments as a measure of skill acquisition as demonstrated by an increase in scores only after the skill is formally taught in the program, and similarity between behavior during the role-play assessments and behavior during the parent-child interactions, was not possible due to lack of data and participant attrition. Using a repeated measures design, Experiment 2 addressed limitations of Experiment 1 by utilizing 4 participants with no involvement in the IY program. Role-play assessments and parent-child interactions were conducted 5 times (1 time per week) with 1 training session for the skill area with the lowest scores across the first 3 baseline sessions during the 41 h observation. Results demonstrated differences between parent behavior with an adult role-player compared to their child with variable responding in both the child and structured and role-play assessments during baseline. Increases were observed during both post-training sessions with increases in the final session for the parent-child interactions for the selected skill area for 3 of the 4 participants. These data suggest that the role-plays are sensitive to detecting behavior change; however, the parents' behavior with an adult role player may differ from behavior with their children.

No description available.

The goal of this study was to establish empirical benchmarks for Cohen's d in child counseling research. After initial review of over 1,200 child intervention research studies published from 1990 to 2016, 41 randomized clinical trials were identified in which intervention and control groups were compared with children 3-12 years old (N = 3,586). Upon identification or calculation of a Cohen's d for each study, I calculated a weighted mean d by multiplying the effect size of each study by the number of participants in that study then dividing by total number of effect sizes. The weighted mean accounted for study sample size and served as the suggested medium effect size benchmark. Results indicated effect size is impacted in large part by type of reporter, with parents apparently most sensitive to improvement and yielding higher effect sizes overall; teachers relatively less sensitive, perhaps due to difficulty observing change in a classroom setting; and children self-reporting lowest levels of improvement, perhaps reflecting a lack of sufficient measures of child development. Suggested medium benchmarks for Cohen's d in child counseling literature are .70. for parent report, .50 for teacher report, and .36 for child self-report. Small and large benchmarks are suggested based on the use of standard deviations of the mean Cohen's d for each reporter.

Since this is a survey to determine the current practices and procedures of counseling in residential treatment centers for emotionally disturbed children, the problem of this study may be stated as follows: (1) to review related literature in the field of counseling and guidance in order to determine the best educational thought as to what constitutes a good counseling program; (2) by means of a survey in the form of a questionnaire, to determine what is actually being done in counseling work in established residential treatment centers for disturbed children; (3) to determine, from information received, good counseling work practices for treating emotionally disturbed children.

Rapport has been acknowledged as an important variable in therapeutic contexts. The current evaluation defined and assessed rapport quality between children with autism and behavioral therapists based on behavioral correlates. In addition, the author evaluated the effects of an operant discrimination training procedure to enhance rapport levels for therapists with low levels of rapport. More specifically, the current study evaluated: (a) if the discrimination training procedure would establish therapists’ social interactions as a discriminative stimulus and (b) if social interaction would function as a conditioned reinforcer for novel responses. Results suggest that the discrimination training procedure was successful in conditioning social interaction as a reinforcer for all child participants, and as a result, rapport increased.

In order to continue to improve the effectiveness of psychotherapy, researchers must identify key change processes. Unfortunately, there are disparate views in the field about the relative importance and potency of specific techniques versus relationship factors. Few measures have been developed to examine the relative contribution of these factors, particularly for child-focused treatment. The Common-Factor Therapist Competence Scale for Youth Psychotherapy (COMP-CF) was developed to address this deficit. For this study, 142 video-taped sessions of child CBT for anxiety were observed and rated by independent coders using the COMP-CF. The measure demonstrated good reliability and internal consistency. Significant between-therapist and between-session differences were noted that warrant further exploration. The COMP-CF also demonstrated initial validity when compared to other observer-rater measures of therapeutic processes such as alliance, CBT-specific competence, and adherence. Recommendations for further development and refinement are discussed. Used in conjunction with adherence measures, the competence measure developed here may help improve our understanding of the therapeutic process.

O interesse por este trabalho surgiu de nossa experiência com casos de adoção no Grupo Acesso Estudos, Pesquisa e Intervenção em Adoção, no Instituto Sedes Sapientiae. Lá acompanhamos casos com abruptas retiradas de crianças dos abrigos, para inserção nas famílias adotivas, sem prévia preparação. Esta exposição de crianças a delicadas experiências de abandono psíquico demonstrou a necessidade de estudarmos este tema. Pretendemos abordar a adoção de crianças entre dois a cinco anos, buscando focalizar o momento específico de seu desligamento do abrigo e a entrada na família adotiva. Procuraremos investigar quais as angústias presentes neste momento de rupturas de vínculos significativos e que impõe a necessidade de construção de novos investimentos afetivos. Utilizaremos, para esta pesquisa, o método psicanalítico, através do qual analisaremos relatos transcritos do atendimento psicoterápico de uma criança que nos procurou, buscando ser ajudada na colocação em família adotiva. Os atendimentos tiveram início quando a criança ainda encontrava-se no abrigo e estenderam-se até a chegada na família adotiva. O trabalho baseou-se em referenciais psicanalíticos, sendo também esta a referência teórica para a compreensão da paciente. Procuraremos demonstrar como uma criança adotada pode experimentar significativas descontinuidades, decorrentes de rupturas de seus vínculos anteriores, e que a elaboração psíquica destas perdas deve ser levada em conta no processo de adoção, podendo interferir no estabelecimento das novas relações familiares. Além disso pretendemos investigar a função do setting terapêutico como um espaço possibilitador de transicionalidade, na passagem para a família adotiva. / Our interest on this topic resulted from our experience with adoption cases seen at Grupo Acesso Adoption Studies, Research and Intervention, at the Sedes Sapientiae Institute. This group gives support to children who have been abruptly withdrawn from social care to be inserted into an adoptive family, without being prepared for this change. We believe the exposure of such children to a delicate situation of psychological neglect should be further analyzed. This study analyses the adoption of children with ages ranging from two to five years, focusing particularly on the moment when the child leaves social care to become a member of the adoptive family. We will investigate the type of distress that occurs at this moment where significant bonds will be disrupted and the construction of new emotional investment will be required. Psychoanalytical methodology will be used to analyze the psychotherapeutical follow-up reports of a child who was brought for support during the adoption process. Our work was based on psychoanalytical references which were also used as theoretical background to understand the patient. We intend to demonstrate that an adopted child may experience significant disruption as a result of the discontinuation of previous affectional bonds, and that psychological preparation for this loss should be provided during the adoption process, as it may interfere with the development of new family ties. Furthermore, we investigate the role played by therapeutic support as a setting that enables transicional phenomena on the way to becoming a member of an adoptive family

A psicoterapia breve infantil (PBI), aqui entendida como uma modalidade de intervenção terapêutica com duração limitada e objetivos circunscritos, dirigida a crianças e pais, é um importante recurso para que se possa oferecer assistência psicológica a uma parcela mais ampla da população. Apesar disso, e de seu potencial preventivo, tem sido alvo de um número restrito de estudos. Este trabalho tem o objetivo de contribuir para seu desenvolvimento, oferecendo um panorama dos conhecimentos da área e propondo diretrizes que auxiliem na organização do raciocínio clínico para o planejamento terapêutico. Inicia-se por um levantamento e uma análise crítica da evolução histórica desta modalidade de intervenção, desde 1942 até os dias de hoje, e propõe o delineamento de modelos de trabalho em PBI, com o intuito de organizar as contribuições de diferentes autores. A seguir, apresenta um estudo da evolução dos critérios de indicação utilizados por esses autores. Constata que esses critérios, ao longo do tempo, foram se tornando mais flexíveis, e que foi se instalando uma tendência a que a psicoterapia seja planejada de acordo com as necessidades e possibilidades de cada paciente. No caso de crianças, propomos que essa adaptação da proposta de trabalho às características individuais leve em conta, como elemento central, o referencial do desenvolvimento. Nesta direção, este trabalho utiliza-se da teoria do desenvolvimento de Erik Erikson para, em conjunto com os conhecimentos teóricos que constituem a base da PBI psicodinâmica, elaborar parâmetros que auxiliem na organização do raciocínio clínico para a compreensão diagnóstica dos casos e para o planejamento do processo psicoterápico. Para ilustrar esta proposta de análise, são apresentados seis casos clínicos de crianças, duas com idades entre três anos e cinco anos e onze meses, duas entre seis anos e oito anos e onze meses, e duas entre nove anos e dez anos e onze meses. Todas foram submetidas a um psicodiagnóstico breve em condições naturais de atendimento em clínica-escola. Conclui-se que a teoria do desenvolvimento de Erikson se mostrou compatível com o referencial teórico da PBI psicodinâmica, em especial devido a seu caráter epigenético, relacional e contextualizado. Além disso, a integração desses referenciais se mostrou possível e efetiva, facilitando a identificação de conflitos centrais e de padrões de relacionamento transgeracionais, a partir dos quais esses conflitos se constituem e se manifestam. Ainda, possibilitou a organização de parâmetros para o planejamento terapêutico, em especial no que diz respeito à construção do foco e das estratégias de intervenção, e ao papel do terapeuta. / Brief psychotherapy for children (BPC), here understood as a modality of therapeutic intervention with limited duration and circumscribed objectives, directed at children and parents, is an important resource in the offering of psychological assistance to a greater part of the population. Despite this, and its preventive potential, it has been the object of a restricted number of studies. This work aims at contributing to its development, offering an overview of the knowledge in the area and proposing guidelines for the organization of clinical reasoning for therapeutical planning. It begins with a survey and critical analysis of the historical evolution of this modality of intervention, from 1942 to the present day, and proposes the delineation of models of BPC, with the intention of organizing the contributions of different authors. After that, it presents a study of the evolution of the indication criteria adopted by these authors. It reveals that these criteria have become more flexible throughout time, and that a trend has been established for psychotherapy to be planned in accordance with the needs and possibilities of each patient. In the case of children, we consider that this adaptation of the work proposal to individual characteristics should take into account, as a central element, the referential of development. In this direction, this work uses Erik Erikson’s development theory in order to, together with the theoretical knowledge that constitutes the basis of psychodynamic BPC, set parameters to assist in the organization of clinical reasoning for diagnostic understanding of the cases and for the planning of the psychotherapeutic process. To illustrate this analysis proposal, six clinical cases of children are presented, two between the age of 3.0 and 5.11 years old, two between 6.0 and 8.11 years old, and two between 9.0 and 10.11 years old. All had been submitted to a brief psychodiagnosis in natural conditions of attendance in a training clinic. One concludes that Erikson’s development theory is compatible with the theoretical referential of psychodynamic BPC, specially because of its epigenetic, relational and contextualized characteristics. Moreover, it was observed that the integration of these referentials was possible and effective, that it facilitated the identification of central conflicts and transgenerational relationship standards, from which these conflicts constitute and reveal themselves. It also made possible the organization of parameters for therapeutic planning, specially for the construction of focus and intervention strategies, and for the role of the therapist.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-14T12:02:20Z No. of bitstreams: 1 Larissa Garcia Ponce.pdf: 1862982 bytes, checksum: 7a2089cfdd5d8fb87cc8113ecf59037c (MD5) / Made available in DSpace on 2018-03-14T12:02:20Z (GMT). No. of bitstreams: 1 Larissa Garcia Ponce.pdf: 1862982 bytes, checksum: 7a2089cfdd5d8fb87cc8113ecf59037c (MD5) Previous issue date: 2018-03-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study aimed to investigate, through clinical case studies, the strategies and challenges found in the psychotherapeutic care of five children sheltered in an Institutional Shelter in a country town of São Paulo State. The reports of these sessions were analyzed based on psychoanalysis, with a greater emphasis on the contributions of D. Winnicott. Two aspects were examined with special attention: the established clinical management and the evolution of psychotherapy in each history. The instruments used to find and read these data were: life and sheltering history of the patients/participants, presented in the registration form of the institution, and clinical material from playful psychotherapy. In four of the five cases, the time of psychotherapy was short (five to ten sessions), due to an abrupt interruption of the psychotherapeutic processes. In the only case with a longer duration (thirty sessions), there was the possibility of a therapeutic withdrawal performed progressively. Regarding the treatment results, one patient did not show significant achievements; the others demonstrated benefits from the psychotherapeutic process and exhibited improvement in symptoms or thawing of emotional maturation. The role of each action of differentiated clinical management in the setting was listed and some of them served as coping strategies of some of the challenges that were interposed. In addition to these actions, the importance of the management promoted by the social environment to shelters was evidenced. In order for this to be guaranteed, both the sheltering institution and the Judiciary are expected to commit themselves to protect children from future trauma, especially those which could be avoided by a more judicious and realistic analysis of the family circumstances in each case. Finally, it was pointed out the need to implement psychotherapy services in Shelters throughout the country, as well as psychological care programs for those who return home after sheltering. This proposition is corroborated by the obvious importance of a listening, receiving and psychological support space for the recovery of personal maturation of deeply traumatized people, as postulated byWinnicott, in addition to actively collaborating in the construction of a healthy society and, therefore, more prepared to care for their children and adolescents / Este trabalho teve por objetivo investigar, por meio de estudos de caso clínico, as estratégias e desafios encontrados no atendimento psicoterápico de cinco crianças acolhidas em um Abrigo Institucional do interior do Estado de São Paulo. Os relatos das sessões foram analisados com base na psicanálise, com maior ênfase nas contribuições de D. W. Winnicott. Dois aspectos foram examinados com atenção especial: o manejo clínico estabelecido e a evolução da psicoterapia em cada história. Os instrumentos utilizados para conhecer e interpretar os dados foram: história de vida e de abrigamento dos pacientes/participantes, presentes na ficha cadastral da instituição, e o material clínico proveniente da psicoterapia lúdica. Em quatro dos cinco casos, o tempo de psicoterapia foi curto (cinco a dez sessões) por ter ocorrido a interrupção abrupta dos processos psicoterápicos. No único caso com maior duração (trinta sessões), houve a possibilidade do desligamento terapêutico ser realizado progressivamente. No que se refere aos resultados dos atendimentos, uma paciente não apresentou conquistas significativas; os outros demonstraram se beneficiar do processo psicoterápico e exibiram melhora dos sintomas ou descongelamento do amadurecimento emocional. Elencou-se o papel de cada ação de manejo clínico diferenciado no setting, e algumas delas, serviram como estratégias de enfrentamento de alguns dos desafios que se interpuseram. Evidenciou-se, além destas ações, a importância do manejo promovido pelo ambiente social aos abrigados e, para que isto seja garantido, espera-se tanto da instituição de acolhimento quanto do Poder Judiciário que se comprometam a proteger as crianças de futuros traumas, especialmente daqueles que poderiam ser evitados com análises mais criteriosas e realistas das circunstâncias familiares em cada caso. Por fim, assinalou-se a necessidade de implementar serviços de psicoterapia nos Abrigos em todo país, além de programas de atendimento psicológico àqueles que retornam ao lar após o abrigamento. Tal proposição se corrobora pela evidente importância do espaço de escuta, acolhida e sustentação psicológica para a retomada do amadurecimento pessoal de pessoas profundamente traumatizadas, como postulado por Winnicott, além de colaborar ativamente na construção de uma sociedade saudável e, portanto, mais preparada para cuidar de suas crianças e adolescentes