 |
|
|
|
|
|
Class 8: Problems and Treatment in Adolescence
|
|
|
|
|
|
 | Final class is 1 pm to 5 pm this Saturday. Rough agenda:
|
|
|
|
|
|
|
| Review 1 pm to 1:45 pm BRING YOUR QUESTIONS!
|
|
|
|
|
|
|
| 2:00ish to 2:30ish. Take quiz.
|
|
|
|
|
|
|
| Quiz will be 10 questions taken from videos, previous quizzes, readings, and class
|
|
|
|
|
|
|
| Cannot leave room until quiz submitted.
|
|
|
|
|
|
|
| Maximum time is 30 minutes.
|
|
|
|
|
|
|
| Essay will try to cover a subject over multiple developmental periods (e.g. infancy and adolescence)
|
|
|
|
|
|
|
| Therapy or program-oriented
|
|
|
|
|
|
|
| About 90 minutes to write essay
|
|
|
|
|
|
|
| Can bring food and drink as long as you clean up
|
|
|
|
|
|
|
| More discussion less lecture
|
|
|
|
|
|
|
| Today’s class is mostly discussion
|
|
|
|
|
|
|
| Saturday’s class: review will be mostly discussion: BE PREPARED! If discussion flops we will start testing early.
|
|
|
|
|
|
|
|
Treating Depression in Adolescents
Cognitive Therapy Shows Positive Effects in Teens
June 4, 2004 -- It’s estimated that one of every 20 adolescents suffers from clinical depression. When depression begins during the teenage years, the risks are significant. Depressive episodes can reoccur and interrupt important learning and development. And among depressed teens, suicide is a significant risk, making it imperative to identify and treat young people quickly and effectively, say experts.
Among the newer antidepressant drugs, only Prozac is approved for children and teens. But as NPR’s Michelle Trudeau reports, one particular type of psychotherapy has proven especially effective in alleviating depression in young people: cognitive behavior therapy, or CBT.
|
|
|
|
|
|
|
 | Review of Gil’s Structured Processing of Traum using Role Play
|
|
|
|
|
|
|
| Work with the Susan case example described in today’s reading; feel free to expand on it.
|
|
|
|
|
|
|
| Examine the steps below and note who will be client (Susan) and who will be therapist (Gil)
|
|
|
|
|
|
|
| Develop role play that will last 5 minutes
|
|
|
|
|
|
|
| I will give you 20 minutes
|
|
|
|
|
|
|
| Before (Client: John, Therapist: Darcy) 7:00
|
|
|
|
|
|
|
| Assessing Readiness of client
|
|
|
|
|
|
|
| Preparing and informing client (invitation)
|
|
|
|
|
|
|
| Obtaining a contract for the work
|
|
|
|
|
|
|
| During (Client: Sarah, Therapist: Nicole) 7:05
|
|
|
|
|
|
|
| Selecting traumatic incidents to recall
|
|
|
|
|
|
|
| Assisting with assimilation of experiences
|
|
|
|
|
|
|
| Encouraging the discharge of affect
|
|
|
|
|
|
|
| During (Client: Henry, Therapist: Lyuda) 7:10
|
|
|
|
|
|
|
| Encourage them to sequence information (make it a coherent story)
|
|
|
|
|
|
|
| Distinguish past, present, future
|
|
|
|
|
|
|
| Challenging idiosyncratic meaning that each client may assign to his or her experiences
|
|
|
|
|
|
|
| During (Client: Marie, Therapist: Bianca) 7:15
|
|
|
|
|
|
|
| Emphasizing that they are transforming
|
|
|
|
|
|
|
| Encourage understanding of skills
|
|
|
|
|
|
|
| After (Client: Molly, Therapist: Lynn) 7:20
|
|
|
|
|
|
|
| Prepare client to leave sessions reoriented
|
|
|
|
|
|
|
| Last video on play therapy: Techniques of Play Therapy: A Clinical Demonstration 8:15 PM
|
|
|
|
|
|
|
| Lots of detail but look for:
|
|
|
|
|
|
|
| What happens in the initial visits
|
|
|
|
|
|
|
| Don’t worry about details about kids!
|
|
|
|
|
|
|
| DURBROW! STOP THE TAPE AND REVIEW!
|
|
|
|
|
|
|
| What happens in the follow-up session
|
|
|
|
|
|
|
| Don’t worry about details about kids!
|
|
|
|
|
|
|
| DURBROW! STOP THE TAPE AND REVIEW!
|
|
|
|
|
|
|
| Essay 7 a little after 9 pm. NOTE: You are welcomed to take a break before writing essay. Class ends at 10 pm. My time is your time.
|
|
|
|
|
|
|
| Question on last quiz and last essay? CALL OR EMAIL ME FRIDAY before 10 pm. I would be happy to talk. (Will probably not be home Saturday morning, however)
|
|
|
|
|
|
|
| Note! Review quizzes before the last quiz as these don’t count as “notes”
|
|
|
|
|
 |
|
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
;){kind=small}
