OPPOSITIONAL DEFIANT

Defi nitions: Displays a pattern of negativistic, hostile, and defi ant behavior toward most adults. Often defi es or refuses to comply with reasonable requests and rules. Consistently is angry and resentful. Often is spiteful or vindictive. Goals: Replace hostile, defi ant behaviors toward adults with respect and cooperation. Reach a level of reduced tension, increased satisfaction, and improved communication with family and / or other authority fi gures. Parents learn and implement good child behavioral management skills. 1. Identify situations, thoughts, and feelings that trigger angry feelings, problem behaviors, and the targets of those actions. 1. Actively build the level of trust with the client through consistent eye contact, active listening, unconditional positive regard, and warm acceptance to help increase his / her disclosure of thoughts and feelings. 2. Thoroughly assess the various stimuli (e.g., situations, people, thoughts) that have triggered the clients anger and the thoughts, feelings, and actions that have characterized his / her anger responses. 2. Learn and implement calming strategies as part of a new way to manage reactions to frustration and defi ance. 1. Teach the client calming techniques (e.g., muscle relaxation, paced breathing, calming imagery) as part of a tailored strategy for responding appropriately to angry feelings and the urge to defy when they occur. 3. Identify, challenge, and replace

OBJECTIVES INTERVENTIONS

Opoziie sfidtor definiii Defi: Afieaz un model de furnic negativistic, ostil, i defi Comportamentul fa de majoritatea adultilor. Adesea es deficiene sau refuz s se conformeze cu cererile rezonabile i norme. Consecvent este mnie i resentimente. Adesea, este plin de ur sau rzbuntor. Goluri: nlocuii ostile, comportamente deficiene furnic fa de aduli n ceea ce privete i cooperare. Ajunge la un nivel redus de tensiune, crescut nivelul de satisfacie, i mbuntirea comunicrii cu familia i / sau alte Fi autoritate gures. Prinii s nvee i s implementeze copil cuminte comportamentale abiliti de management. OBIECTIVE INTERVENII 1. Identificarea situaii, gnduri, i sentimentele care declaneaz furie sentimentele, comportamentele problem, i obiectivele acestor aciuni. 1. construi activ nivelul de ncredere cu clientul prin consecvent contact vizual, ascultare activa, necontientizate vicii n vedere pozitiv, i cald de acceptare pentru a ajuta la creterea lui / ei divulgarea de gandurile si sentimentele. 2. evalueze foarte bine diferitele stimuli (de exemplu, situatii, oameni, gnduri), care au declanat clientului furie i gndurile, sentimentele, i aciunile care au caracacterized lui / ei rspunsurile furie. 2. Aflai i punerea n aplicare a calmant strategii ca parte a unui nou mod pentru a gestiona reacii la frustraTION i asigurare defi. 1. nva tehnici de client calmant (De exemplu, relaxarea muscular, ritmul respiraie, imagistica calmant) ca parte a unei strategii adaptate pentru a rspundeING adecvat la sentimentele de furie i nevoia de a sfideze atunci cnd s apar. 3. Identificarea, provocare, i nlocuii auto-talk, care duce la mnie i comportament inadecvat cu auto-talk, care 1. Exploreaza clientului auto-talk, care midiates lui / ei sentimentele de furie i acCIB (de exemplu, cernd ateptrile 8 ADOLESCENTULUI PSIHOTERAPIE TRATAMENT PLANNER faciliteaz o mai constructiv reacie. refl ectate n ar trebui, trebuie, sau trebuie s declaraii); identifice i provocare distorsiunilor, asistarea el / ea n Generaprecieri bre i auto-talk, care corecteaz pentru deviaiilor i facilitates mai fl exibile i temperate rspuns la frustrare. 4. Aflai i punerea n aplicare a crezut coprire pentru a gestiona intruzive gnduri nedorite care declaneaz mnie i acionnd afar. 1. Atribui client pentru a pune n aplicare un "Crezut c-oprire" tehnica pe

self- talk that leads to anger and misbehavior with self- talk that 1. Explore the clients self- talk that mediates his / her angry feelings and actions (e.g., demanding expectations
8 THE ADOLESCENT PSYCHOTHERAPY TREATMENT PLANNER

facilitates a more constructive reaction. refl ected in should, must, or have to statements); identify and challenge biases, assisting him / her in generating appraisals and self- talk that corrects for the biases and facilitates a more fl exible and temperate response to frustration. 4. Learn and implement thoughtstopping to manage intrusive unwanted thoughts that trigger anger and acting out. 1. Assign the client to implement a thought- stopping technique on a daily basis to manage intrusive unwanted thoughts that trigger anger and acting out between sessions (or assign Making Use of the Thought- Stopping Technique in the Adult Psychotherapy Homework Planner, 2nd ed. by Jongsma); review implementation; reinforce success, providing corrective feedback toward improvement. 5. Verbalize feelings of frustration, disagreement, and anger in a controlled, assertive way. 1. Use instruction, modeling, and / or role- playing to teach the client assertive communication; if indicated, refer him / her to an assertiveness training class / group for further instruction. 6. Parents learn and implement Parent Management Training skills to recognize and manage problem behavior of the client. 1. Teach the parents how to specifi cally defi ne and identify problem behaviors, identify their own reac-

o baz de zi cu zi pentru a gestiona intruzive gnduri nedorite care declaneaz mnie i acionnd n perioada SESsions (sau atribui "utilizarea de Gndul-oprirea Tehnica " n Adult Tem Psihoterapie Planificator, 2-a ediie. de Jongsma); punerea n aplicare revizuire; consolida succes, oferind feed-corective napoi spre mbuntire. 5. Verbalizeze sentimentele de frustrare, dezacord, i ntr-o furie controlate, asertiv fel. 1. Utilizarea de instruire, de modelare, i / sau role-playing pentru a preda clientului comunicare asertiva; dac indicate, se refer el / ea ca la oformare sertiveness clas / grup pentru mai departe de instruire. 6. Prinii s nvee i s implementeze Mam Management Training abiliti de a recunoate i de a gestiona comportamentul problema a clientului. 1. nvee prinii cum s specificaii Cally ne deficienele i de a identifica problema comportamente, pentru a identifica propriile reaciei nvmntul superior, la comportament, determinai dac reacia ncurajeaz sau descurajeaz comportamentul, i genalternative moderai la problema comportament. 2. nvee prinii cum s implemunc cheie practici parentale n mod constant, inclusiv stabilirea realist norme adecvate vrstei pentru acceptabile i inacceptabile comporIOR, determinat de un comportament pozitiv n mediu, utilizarea de pozitive armare pentru a ncuraja comporIOR (de exemplu, laud), utilizarea de clare calm instruciuni directe, n timp, i alte practici pierderi-de-privilegiu Introducere 9 pentru comportament problema (sau atribui "Trecerea de la Aparare la Offense "n Terapie adolescent Tema Planner, 2-a ediie. de Jongsma, Peterson, i McInnis). 3. Atribuie casa prinilor exerciii n care pun n aplicare i a nregistra rezultatele implementrii exerciii (Sau atribui "reguli clare, pozitive Armare, consecinele corespunztoareconsecine "n Terapie adolescent Tema Planner, 2-a ediie. de Jongsma, Peterson, i McInnis); revizuire n sesiune, furnizarea de corfeedback corective spre mbuntit, utilizarea adecvat, i consecvent a abiliti. 7. Scade frecvena i intensitatea negativistic ostile,, i interaciuni cu defi furnic prini / aduli. 1. Track frecvena i intensitatea de sentimente negative, ostile i comportamente defi furnici i problemarezolva soluii (sau atribui "Stop Strignd "sau" depunerea unei plngeri " n temele Terapie adolescent

tions to the behavior, determine whether the reaction encourages or discourages the behavior, and generate alternatives to the problem behavior. 2. Teach the parents how to implement key parenting practices consistently, including establishing realistic age- appropriate rules for acceptable and unacceptable behavior, prompting of positive behavior in the environment, use of positive reinforcement to encourage behavior (e.g., praise), use of calm clear direct instruction, time out, and other loss- of- privilege practices
INTRODUCTION 9

Planificator, 2-a ediie. de Jongsma, Peterson, i McInnis); punerea n aplicare a Planul spre descresctoare a frecvenei i intensitate. 8. Identifica ceea ce este dorit de la prini i ali aduli. 1. Asista clientul n a deveni capabil s recunoasc sentimentele i vrea, conectarea la comportamentul lor, i modul de a le exprima n construcie moduri tive, respectuos. 2. Asista clientul n recadrarea comreclamaii n cererile de pozitive schimbare (sau atribuie exercitarea "FilING o reclamaie "sau" If I Could Run Familia mea "de la adolescent Terapie Tema Planner, 2-a ediie. de Jongsma, Peterson, i McInnis).

for problem behavior (or assign Switching from Defense to Offense in the Adolescent Therapy Homework Planner, 2nd ed. by Jongsma, Peterson, and McInnis). 3. Assign the parents home exercises in which they implement and record results of implementation exercises (or assign Clear Rules, Positive Reinforcement, Appropriate Consequences in the Adolescent Therapy Homework Planner, 2nd ed. by Jongsma, Peterson, and McInnis); review in session, providing corrective feedback toward improved, appropriate, and consistent use of skills. 7. Decrease the frequency and intensity of hostile, negativistic, and defi ant interactions with parents/ adults. 1. Track the frequency and intensity of negative, hostile feelings and defi ant behaviors and problemsolve solutions (or assign Stop Yelling or Filing a Complaint in the Adolescent Therapy Homework Planner, 2nd ed. by Jongsma, Peterson, and McInnis); implement plan toward decreasing frequency and intensity. 8. Identify what is wanted from parents and other adults.

1. Assist the client in becoming able to recognize feelings and wants, their connection to behavior, and how to express them in constructive, respectful ways. 2. Assist the client in reframing complaints into requests for positive change (or assign the exercise Filing a Complaint or If I Could Run My Family from the Adolescent Therapy Homework Planner, 2nd ed. by Jongsma, Peterson, and McInnis).