Welcome to the Home Study Course sponsored by the Healthcare Training Institute. This course is entitled, Parenting, Volume 2: Strategies for Getting Through to Difficult Children. Our primary intent for this home study course is to provide quality education to foster your professional growth. The Institute has provided quality education since 1979. Hi. My name is Jared Baxter. I will be the narrator of this CD set. We appreciate that you have chosen us as a vehicle for you to earn your Continuing Education Credit.
The purpose of the course is to assist you in increasing your knowledge regarding how to treat patients, clients, etc. dealing with parent-child communication. As each case study is given, if the concepts seem to be applicable to your situation, I encourage you to turn your CD player off and make a few notes regarding the application of the principle to your setting. However, these notes are for your purposes only and are not to be sent to the Institute. Also each track is very content dense. So feel free to replay the track to review the content either for your own purposes, or if you feel appropriate play the track in an individual or group session for client education. Also permission is granted to reproduce this CD. We encourage you to duplicate and give copies of this CD to colleagues, clients, etc. as you deem appropriate. We feel the information on our CD's is valuable. Thus, we have an interest in distributing CD's in as many ways as possible, to benefit the greatest number of people, who have a need and are receptive to this practical information.
The questions in your CE Test are sequential and deal with the section of content that preceded it. For this reason, to facilitate the answering of each question, you might read the question from the CE Test prior to listening to that CD track. By knowing what the question is ahead of time, you will then know the content to listen for that contains the answer. So just a hint, after you write down the answer to a question in your CE Test, read on to the next question in order to give you a "heads up" to listen for the content that contains the answer to the next question.
Merely write the correct letter on the corresponding blank line in your CE Test. Each answer is only used once. Keep in mind there is nothing tricky or hard about these questions. They are merely intended to verify the playing of this CD.
For the purpose of brevity, most generally, I will use the term "therapists" or "mental health professional." However, don’t let these terms deter you from applying the concepts to your situations. When you hear the word "therapists," if your job title is social worker, psychologist, marriage and family therapist, mental health counselor, professional counselor, resident director, program assistant, etc. merely substitute the appropriate term that is the most meaningful to you. In short, don’t let my use of the term "therapists" cognitively set you off track from hearing the content because your job title is school counselor, for example. I will also use the term "client" for the purposes of brevity. However, if you deal with patients, residents, students, consumers, etc., transpose "client" for the term that is the most meaningful to you in your work setting.
On this CD set we will discuss such topics as: shaping attentional styles, communication and children’s responsibility, ambiguous or vague statements, powerless child syndrome, children’s anger as failed communication, the Five Minutes Technique, cleaning up communication styles, communication problem-solving, blowing up at children, misdirected goals, building assertive parent-child communication, respect for rules and assessing the effects of anger.
We will be discussing, as on this track, children that range in age from 5 years old to in their teens.
So, let’s get started...
As mentioned at the beginning of this introduction, this course deals with strategies for getting through to difficult children. Let’s look at some possible reasons why a child might be termed "difficult." Of course, if you were schooled in systems theory, you realize that sometimes the "IP" or identified patient, is not the child at all. So clearly, you need to rule out factors such as, is the child being physically and/or sexually abused, physical conditions in which they live, etc.
Clearly, if a child is being physically or sexually abused, the treatment plan shifts from the child to the parents, and possible placement in a foster home. If the physical living condition is a rat-infested apartment with not enough food, clearly rather than treating the child who is being defined as "difficult," referral to social agencies and programs becomes the goal. Since the Institute offers numerous courses dealing with physical and sexual abuse, the specific topic of this course is dealing with children in homes that do not have these abusive elements.