Adolescent Problems by Doula Nicolson

By Doula Nicolson

First released in 1997, this publication has been up-to-date and revised to deliver it in keeping with new laws and present issues. it really is an eclectic reference ebook on adolescent emotional and behavioural difficulties, protecting a number mental theories and ways in a readable variety. the speculation awarded is tied in with functional software utilizing illustrative case experiences and there are time-saving interview sheets and different fabric for teachers/counsellors to use.

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Cognitive-behavioural approach This approach combines cognitive, social learning and behavioural perspectives. g. attitudes, expectations, attributions, beliefs and perceived self-efficacy. Cognitive-behavioural assessment This type of assessment combines behavioural with cognitive assessment: ● The behavioural component looks at the nature of the adolescent’s specific and observable behaviour, its context, its consequences, its frequency, duration and the adolescent’s observed interactions with others.

Problem-solving training (D’Zurilla, 1986) Emotional and behavioural difficulties are seen as resulting from internal and/or external demands or needs that exceed the coping skills the individual has in his or her repertoire. A solution is provided by equipping the individual with the necessary coping skills to deal with the problems. g. personal or environmental factors; problem appraisal a person’s evaluation of the significance of the problem for him or her; personal control the likelihood that a person sees a problem as controllable and that he or she has the power to solve that problem; Personal time and effort the likelihood that a person thinks he or she has sufficient time and commitment to solve the problem.

Relationships between a student and a teacher can be transferential in that the student may transfer positive or negative feelings towards their teacher as though his or her teacher were their parent. Counter-transference is where, for example, teachers experience intense feelings evoked by their students’ behaviour. It can be positive or negative. Where students come for advice to teachers, teachers may feel inadequate or guilty in not being able to help the student. They may see themselves as rescuing the child or being a parent substitute.

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