Child Without Tomorrow - Pergamon General Psychology Series
von: Anthony M. Graziano, Arnold P. Goldstein, Leonard Krasner
Elsevier Reference Monographs, 2016
ISBN: 9781483181615
Sprache: Englisch
309 Seiten, Download: 37165 KB
Format: PDF, auch als Online-Lesen
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| Front Cover | 1 | ||
| Child without Tomorrow | 4 | ||
| Copyright Page | 5 | ||
| Table of Contents | 8 | ||
| Dedication | 6 | ||
| About the Author | 12 | ||
| Preface | 14 | ||
| CHAPTER 1. Introduction: Clinical Inno/ation and the Mental Health Power Structuref | 18 | ||
| CHILD WITHOUT TOMORROW | 18 | ||
| INNOVATION IN MENTAL HEALTH | 21 | ||
| THE LOCAL AGENCIES AS A FIELDOF PARALLEL BUREAUCRACIES | 28 | ||
| THE MENTAL HEALTH POWER STRUCTURE | 30 | ||
| THE LAYMEN AND PROFESSIONAL EXPERTISE | 36 | ||
| APPLICATIONS AND INQUIRY | 38 | ||
| HELPING AND REALITY | 40 | ||
| CHAPTER 2. Assumptions, Facilities and Stoff1 | 42 | ||
| INITIAL ASSUMPTIONS | 42 | ||
| THE TEACHING EMPHASIS | 44 | ||
| BEHAVIORAL ASSESSMENT | 45 | ||
| BEHAVIORAL DEFICITS | 48 | ||
| BEHAVIORAL SURPLUSES | 49 | ||
| BEHAVIORAL BASELINES, DIMENSIONS, AND GOALS | 50 | ||
| ACQUISITION OF ADAPTIVE BEHAVIORTHROUGH POSITIVE REINFORCEMENT OFSUCCESSIVE APPROXIMATIONS | 51 | ||
| DECREMENT OF SURPLUS BEHAVIOR THROUGHNON-REINFORCEMENT AND THE ACQUISITION OFINCOMPATIBLE RESPONSES | 52 | ||
| STIMULUS CONTROL | 52 | ||
| FINANCES AND EQUIPMENT | 53 | ||
| PHYSICAL FACILITIES | 54 | ||
| PERSONNEL | 54 | ||
| EXPECTATIONS OF STAFF PERFORMANCE | 59 | ||
| PROGRAM SUPPORTS FOR THE HIGH EXPECTATIONS | 62 | ||
| SUMMARY AND CONCLUSIONS | 65 | ||
| CHAPTER 3. The Children | 68 | ||
| THE ORIGINAL GROUP | 68 | ||
| BILLY | 69 | ||
| FRANKIE | 72 | ||
| FREDDIE | 75 | ||
| MARY | 80 | ||
| THE FOCAL GROUP | 86 | ||
| CHAPTER 4. Structure, Stimulus Control and Initial Strategies | 88 | ||
| STRUCTURE AND STIMULUS CONTROL | 88 | ||
| STIMULUS CONTROL AND CONTINGENCY MANAGEMENT | 90 | ||
| RESPONDENT CONDITIONING AND STIMULUS CONTROL | 91 | ||
| OPERANT CONDITIONING AND STIMULUS CONTROL | 92 | ||
| PSYCHOTIC BEHAVIOR AND STIMULUS CONTROL | 93 | ||
| STIMULUS CONTROL AND THE PROBLEM OFATTENTION WITH PSYCHOTIC CHILDREN | 95 | ||
| STIMULUS CONTROL AND PROGRAM STRUCTURE | 96 | ||
| THE DATA COLLECTION | 97 | ||
| THE DAILY SCHEDULE | 97 | ||
| BEHAVIORAL GOALS | 99 | ||
| ACHIEVING AN INCREASED GENERAL RESPONSE RATE ANDIDENTIFYING AND DEVELOPING EFFECTIVE REINFORCERS | 102 | ||
| CHAPTER 5. The First 100 Sessions | 120 | ||
| THE ORIGINAL GROUP | 120 | ||
| THE FOCAL GROUP | 134 | ||
| CATHY | 135 | ||
| GERRY | 142 | ||
| CHAPTER 6. Shaping Complex Social Behavior | 148 | ||
| THE FIRST YEAR: DIFFERENTIAL REINFORCEMENT | 148 | ||
| SNACK TIME AND THEDEVELOPMENT OF VERBAL REINFORCERS | 152 | ||
| SHIFTING FROM PRIMARY TOSECONDARY REINFORCEMENT | 155 | ||
| THE SECOND YEAR: SCHOOL TIME, ANDGENERALIZING SOCIAL RESPONSES | 157 | ||
| DEVELOPMENT OF ACADEMIC BEHAVIOR | 159 | ||
| THE THIRD YEAR: ACADEMICS IN EARNEST | 165 | ||
| SUMMARY | 169 | ||
| CHAPTER 7. Control of Aggressive and Tantrum Behavior | 172 | ||
| EXTINCTION | 173 | ||
| PHYSICAL RESTRAINT, REPETITION ANDREINFORCEMENT OF VERBAL "RULES" | 174 | ||
| REMOVAL FROM THE REINFORCEMENTSITUATION AND SOCIAL ISOLATION | 177 | ||
| "SUSPENSION" FROM SCHOOL ASTIME-OUT" FROM REINFORCEMENT | 180 | ||
| PROGRAMMED RELAXATION ANDRECIPROCAL INHIBITION | 181 | ||
| RELAXATION TRAINING | 186 | ||
| DESENSITIZATION SEQUENCES | 188 | ||
| SUMMARY | 191 | ||
| CHAPTER 8. Summer Camp | 194 | ||
| INTRODUCTION | 194 | ||
| PROGRAM OBJECTIVES | 194 | ||
| THE CHILDREN | 195 | ||
| STRUCTURE: GROUP ASSIGNMENTS | 195 | ||
| OVERALL SEQUENCE | 196 | ||
| INITIAL WEEK OF STAFF ORIENTATION | 196 | ||
| THE FIRST TWO WEEKS: ESTABLISHINGTHE REINFORCING VALUE OF CAMP | 197 | ||
| THE SECOND TWO WEEKS: INCREASINGTHE STRUCTURE, LIMITS ON BEHAVIOR,AND DEVELOPING ALTERNATIVEADAPTIVE BEHAVIOR | 198 | ||
| THE THIRD TWO WEEKS: CONSOLIDATION | 200 | ||
| DAILY SCHEDULE AND ACTIVITIES | 200 | ||
| DELAYED SECONDARY REINFORCEMENT | 210 | ||
| TIME-OUT FROM REINFORCEMENT:TEMPORARY EXCLUSION FROM CAMP | 212 | ||
| CHAPTER 9. Active Therapeutic Roles for Parents | 216 | ||
| TRAINING PARENTS AS THERAPISTS | 216 | ||
| THREE CASE EXAMPLES | 218 | ||
| TIME RELATIONSHIPS AMONGTHE BEHAVIOR DIMENSIONS | 234 | ||
| CONCLUSIONS | 235 | ||
| CHAPTER 10. Te Fourth Year | 238 | ||
| INTRODUCTION | 238 | ||
| PROGRAM STRUCTURE | 239 | ||
| BEHAVIOR CHANGES DURING THE FOURTH YEAR | 241 | ||
| PLANS FOR EVALUATION | 250 | ||
| PLANS FOR THE FIFTH YEAR | 251 | ||
| CHAPTER 11. The Programs Dissolution | 254 | ||
| OPERATIONAL DIMENSIONS AND PUBLIC IMAGES | 254 | ||
| SEDMICS DISORGANIZATION | 255 | ||
| LAYMAN-PROFESSIONAL ISSUES | 256 | ||
| SEDMIC'S UNEVEN DEVELOPMENT | 256 | ||
| THE LAYMEN'S UNDERESTIMATION OF THE TASK | 258 | ||
| THE ISSUE OF "COMMITMENT" | 259 | ||
| NEAR-RESOLUTION OF THE CRISES | 260 | ||
| INCURSION OF A RIVAL AGENCY | 261 | ||
| THE PRESIDENT GAINS FULL CONTROL | 263 | ||
| SEDMIC'S FINAL PROGRAM | 264 | ||
| THE STAFFS FINAL PHASING OUT | 265 | ||
| BEHAVIORAL DETERIORATION | 267 | ||
| BRIEF REORGANIZATION | 271 | ||
| THE LAST DAY | 276 | ||
| CHAPTER 12. Summary and Conclusions | 278 | ||
| A SUMMARY OF PROGRAM DEVELOPMENT | 279 | ||
| THE FOCAL GROUP | 285 | ||
| MAJOR CONCLUSIONS | 286 | ||
| SUGGESTIONS FOR FUTURE PROGRAMMING | 291 | ||
| ACTIVE MENTAL HEALTH CONSUMERISM— A NOTE TO PARENTS | 294 | ||
| REFERENCES | 300 | ||
| Index | 304 | ||
| TITLES IN THE PERGAMON GENERAL PSYCHOLOGY SERIES | 308 |