Brief Intervention for School Problems, Second Edition: by John J. Murphy

By John J. Murphy

Each interplay with an adolescent who's suffering is a chance for switch. This hugely functional consultant is helping tuition practitioners locate potent strategies to educational and behavioral difficulties via short counseling. It indicates tips on how to construct at the rules and assets that scholars, mom and dad, and academics convey to the intervention strategy, inside of an cutting edge, research-supported, time-limited framework. large case fabric illustrates the authors' artistic method of construction ideas and "busting difficulties" through placing consumers within the driver's seat. full of real-world examples from either basic and secondary settings, the ebook provides inventive thoughts for addressing disciplinary difficulties, terrible educational functionality, anxiousness, compulsive behaviors, and different universal problems.

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Additional info for Brief Intervention for School Problems, Second Edition: Outcome-Informed Strategies (The Guilford School Practitioner Series)

Sample text

Consider 14-yearold Sarah, who lived in a group home and was placed in a class for emotionally disordered adolescents. Sarah saw the school practitioner because her teacher considered her to be socially withdrawn. Everyone was worried about Sarah’s health because she spent much of her time watching TV and eating snack foods. 20 BRIEF INTERVENTION FOR SCHOOL PROBLEMS But what did Sarah want? Sarah repeatedly expressed her desire to be a Cincinnati Bengals cheerleader, but the school practitioner just couldn’t accept this goal.

Empirical Foundations 19 In summary, serving the alliance master occurs by: • Being likable, friendly, and responsive (like on a first date). • Carefully monitoring the client’s reaction to comments, explanations, interpretations, questions, and suggestions. • Being flexible: doing whatever it takes to engage the client. You are many things to many people (friend, partner, parent, child, sibling). Use your complexity to fit clients. • Validating the client: legitimizing the client’s concerns and highlight the importance of the client’s struggle.

How are you putting him in his place? SEAN: I don’t know, just not drinking water after supper and going to the bathroom a lot at night. SP: Man, that’s great. You really figured out what you needed to do. How do you think you did that? SEAN: I guess I really wanted to stay over at friends’ houses. . I did that for the first time last weekend. SP: Terrific. What do you think this says about what kind of kid you are? SEAN: That I am how my grandma says . . that I can figure things out. SP: Your grandma is a smart lady!

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