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Treating Explosive Kids: The Collaborative Problem-Solving Approach

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Synopses & Reviews

Book News Annotation:

Greene and Ablon (both psychiatry, Harvard U.) consider children and adolescents who are defiant, aggressive, angry, raging, and so on. The Collaborative Problem Solving model they present is based on the notions that explosive children are a heterogeneous group, that underlying factors should influence the selection of intervention, that no one treatment works with all of them, and intervention is most potent with well matched to the needs of people they are designed for.
Annotation 2006 Book News, Inc., Portland, OR (booknews.com)

Book News Annotation:

Greene and Ablon (both psychiatry, Harvard U.) consider children and adolescents who are defiant, aggressive, angry, raging, and so on. The Collaborative Problem Solving model they present is based on the notions that explosive children are a heterogeneous group, that underlying factors should influence the selection of intervention, that no one treatment works with all of them, and intervention is most potent with well matched to the needs of people they are designed for. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

The first comprehensive presentation for clinicians of the groundbreaking approach popularized in Ross Greene's acclaimed parenting guide, The Explosive Child, this book provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively. The book also describes challenges that may arise in implementing the model and provides clear and practical solutions. Two special chapters focus on intervention in schools and in therapeutic/restrictive facilities.

About the Author

Ross W. Greene, PhD, is Director of the the non-profit Lives in the Balance (www.livesinthebalance.org), which he founded to advocate on behalf of kids with social, emotional, and behavioral challenges and their caregivers, and to disseminate the model of care he originated, Collaborative Problem Solving. He is also Associate Clinical Professor in the Department of Psychiatry at Harvard Medical School, on the professional staff at the Cambridge Health Alliance, Senior Lecturer in the school psychology program in the Department of Education at Tufts University, and adjust Associate Professor in the Department of Psychology at Virginia Tech. In addition to providing outpatient care, he consults to schools, inpatient units, and residential and juvenile detention facilities. Dr. Greene's research focuses on the classification and treatment of explosive children, long-term outcomes in socially impaired children with ADHD, and student-teacher compatibility. He has written extensively on behavioral assessment and social functioning, school- and home-based interventions for children with disruptive behavior disorders, and student/n-/teacher compatibility. Previously, Dr. Greene served as Assistant Professor of Psychiatry and Pediatrics at the University of Massachusetts Medical Center.

J. Stuart Ablon, PhD, is Associate Director of the Collaborative Problem Solving Institute, Codirector of the Center for Collaborative Problem Solving, and Assistant Professor of Psychiatry at Harvard Medical School. He specializes in the treatment of explosive, inflexible, easily frustrated children and adolescents and their families. Like Dr. Greene, Dr. Ablon consults extensively to schools, inpatient units, and residential and juvenile detention facilities. He has authored numerous articles, chapters, and scientific papers on behavioral assessment and psychosocial interventions for children with disruptive behavior disorders. Dr. Ablon's research has been funded by the National Institutes of Health, the American Psychological Association, the Mood and Anxiety Disorders Institute, and the Endowment for the Advancement of Psychotherapy.

Table of Contents

1. Explosive Children and Adolescents: The Need for a Different Paradigm

2. Identifying Pathways and Triggers

3. Options for Handling Problems: Three Plans

4. Plan B Basics

5. Beyond the Basics

6. Skills Trained with Plan B

7. Collaborative Problem Solving in Schools

8. Collaborative Problem Solving in Therapeutic/Restrictive Settings

9. Last Call

10. Epilogue: Beyond Explosive Kids

Product Details

ISBN:
9781593852030
Author:
Ross W. Greene and J. Stuart Ablon
Publisher:
Guilford Publications
Author:
Greene, Ross W., PhD
Author:
Ablon, J. Stuart
Author:
Greene, Ross W.
Subject:
Child rearing
Subject:
Child Psychology
Subject:
Parent and child
Subject:
Psychotherapy - Child & Adolescent
Subject:
Psychology-Child Psychology
Edition Description:
Trade Cloth
Publication Date:
20051031
Binding:
HARDCOVER
Grade Level:
Professional and scholarly
Language:
English
Pages:
246
Dimensions:
9 x 6 in

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Related Subjects

Health and Self-Help » Child Care and Parenting » Special Needs
Health and Self-Help » Child Psychology » General
Health and Self-Help » Health and Medicine » General
Health and Self-Help » Health and Medicine » General Medicine
Health and Self-Help » Health and Medicine » Medical Specialties
Health and Self-Help » Psychology » Child Psychology

Treating Explosive Kids: The Collaborative Problem-Solving Approach New Hardcover
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Product details 246 pages Guilford Publications - English 9781593852030 Reviews:
"Synopsis" by ,
The first comprehensive presentation for clinicians of the groundbreaking approach popularized in Ross Greene's acclaimed parenting guide, The Explosive Child, this book provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively. The book also describes challenges that may arise in implementing the model and provides clear and practical solutions. Two special chapters focus on intervention in schools and in therapeutic/restrictive facilities.

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