Download e-book for iPad: Advances in Clinical Child Psychology by Richard A. Winett, Eileen S. Anderson (auth.), Thomas H.

By Richard A. Winett, Eileen S. Anderson (auth.), Thomas H. Ollendick, Ronald J. Prinz (eds.)

ISBN-10: 1475790414

ISBN-13: 9781475790412

ISBN-10: 1475790430

ISBN-13: 9781475790436

This quantity of Advances in scientific baby Psychology, that is the second one less than our editorship and the 16th of the sequence, maintains the tradi­ tion of together with a extensive diversity of well timed themes at the research and deal with­ ment of kids and teenagers. quantity sixteen comprises contributions in step with­ taining to prevention, kids, households, cognitive methods, and technique. the difficulty of prevention in baby medical psychology isn't any longer constrained to some speculative sentences sooner or later instructions a part of a dialogue part. Prevention study is admittedly being undertaken, as mirrored in contributions to the amount. Winett and Anderson seasoned­ vide a promising framework for the advance, evaluate, and dis­ semination of courses aimed toward the prevention of HIV between adolescence. Lorion, Myers, Bartels, and Dennis deal with a number of the conceptual and methodological concerns in preventive intervention study with teenagers. Adolescent improvement and adjustment is a vital quarter of research in scientific baby psychology. participants tackle key and slightly similar issues, social competence and melancholy in adoles­ cence. Inderbitzen severely reports the evaluate equipment and meth­ odologies for social competence and peer kinfolk in youth. Reynolds analyzes modern matters and views bearing on adolescent depression.

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There are, however, a number of ways, based on this chapter's framework, the program could be refined and improved. Table 7 presents a brief review of how the present program could be improved along with some points about a potential second program to be used about 2 years after the first program. The points in the table suggest the simplification of the present (first) program to provide teens with devel- HIV 35 PREVENTION IN YOUTH TABLE 7 Proposed Revisions of Family/Media Program Based on Framework for Parent-Teen Program or Parent Training Focus Developmental/ecological Simplify video-language, basic facts, preliminary skills Train only for current situations Enhance parental support, communication skills, and parent training of teen Prepare and train parent for developmentally appropriate communications as teen becomes older Use second teen video program 2 to 3 years in the future More complex facts and future consequences Specific skills for high-risk situations Continue parental support for open communication and problem solving Competency training Emphasize generic parent and teen skills Build in means for continued parental involvement and training in communication skills Use second video program to train age-specific, situation-specific (high-risk) skills Timing/leve/ Continue emphasis as primary prevention for functional teens and families Strengthen parental role Use second teen video program when entering risk situations Strengthen outcomes for dissemination Targeting Differentiate programs by region, sexual orientation, and activity Differentiate programs by stage of change Behavioral training Use more practice exercises Use specific maintenance, relapse prevention, and transfer strategies Increase parental role and consider parent as the direct target for training, maintenence, and transfer Use second teen program to train for specific risk situations opmentally appropriate knowledge and skills.

A measure of behavioral intention for young teens in sexual situations would be socially and ecologically invalid. An intention measure of "discussing HIV prevention with a parent" (a developmentally appropriate behavior and program goal) could be more socially and ecologically valid. Thus, HIV PREVENTION IN YOUTH 25 once again, the Fisher and Fisher model can enhance HIV prevention programming and research, but the model is not without its problems. 4. , pre-post tests with an intervention and comparison condition, but nonrandom assignment).

However, although teens showed an increase in correctly identifying HIV- and AIDS-related concepts and terms, it is not TABLE 6 Participant Family Demographic Characteristics. 83 19 15 19 16 "Mean age in years (range for group). "Mean years of schooling completed (range for group). 'N fathers reporting occupation; in parentheses, 11 mothers reporting occupation. HIV PREVENTION IN YOUTH 33 clear how well our teens understood these terms (Fisher & Fisher, 1992). We did, though, carefully consider age-appropriate behaviors and context.

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Advances in Clinical Child Psychology by Richard A. Winett, Eileen S. Anderson (auth.), Thomas H. Ollendick, Ronald J. Prinz (eds.)


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