By Doula Nicolson

ISBN-10: 1843121409

ISBN-13: 9781843121404

First released in 1997, this booklet has been up to date and revised to deliver it in keeping with new laws and present matters. it really is an eclectic reference e-book on adolescent emotional and behavioural difficulties, overlaying a number mental theories and methods in a readable sort. the idea offered is tied in with useful program utilizing illustrative case stories and there are time-saving interview sheets and different fabric for teachers/counsellors to take advantage of.

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5. Cognitive restructuring (Ellis, 1990): the aim is to change or replace an adolescent’s particular cognitive style or way of thinking. Ellis has identified a number of irrational modes of thought that lead to behavioural problems. By enabling the adolescent to think logically, empirically and pragmatically, other alternative, adaptive behaviours are considered and practised. 6. Social learning (Bandura, 1977): the aim is to enable adolescents to acquire and maintain appropriate behaviour through observational learning and modelling.

Freud developed a structural model of the mind composed of the concepts of id, ego and superego. The id is the biological source of our sexual and aggressive drives and these drives seek expression without hindrance or constraint. The id therefore observes the pleasure principle, desiring immediate gratification in either fantasy or reality. It operates illogically, irrationally and egocentrically. The ego observes the reality principle, utilising logic and reason. It attempts to guide the urgent drives of the id into acceptable channels, it is orientated towards the future and so tolerates frustration and delays gratification in order to achieve its aims.

Self-instructional training (Meichenbaum, 1977) This approach is based on Ellis’s rational-emotive theory that children develop control over their behaviour through internal speech and symbolic control. This approach incorporates both cognitive modelling and cognitive-behavioural rehearsal. This form of training requires an appropriate role model to model specific, positive self-statements which the adolescent then in turn models and rehearses. Self-instructional training can be enhanced by using imagery manipulation and relaxation techniques.

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Adolescent Problems by Doula Nicolson

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