Adolescent Group Therapy: A Social Competency Model

Adolescent Group Therapy: A Social Competency Model

Adolescent Group Therapy: A Social Competency Model

Adolescent Group Therapy: A Social Competency Model

Synopsis

A highly readable discussion of an integrative approach to adolescent group therapy, this book advocates a focus on health in each group member. Drawing from their extensive clinical and teaching experience, Holmes and his associates advocate social competency development and attention to the co-therapy relationship. They offer recommendations for supervising trainee therapists and for applying their model to various settings. Valuable to students, teachers, and professionals in the fields of psychology, counseling, vocational rehabilitation, sociology, nursing and education.

Excerpt

Our youth began with tears and sighs,
With seeking what we could not find;
We sought and knew not what we sought;
We marvel, now we look behind.

--Andrew Lang Ballade of Middle Age

PRIMARY PURPOSE

The primary purpose of our book is to present an approach to adolescent group therapy in which the group process, and the specific tactics and strategies used, are geared to faciliating the development of interpersonal social competency in each member.

The literature on primary prevention of the 1960s and 1970s (White, 1976) and the developmental psychology research on the normal family (Baumrind, 1978) emphasize the centrality of social competency development for all adolescents, whether they are psychiatric inpatients or outpatients or are not even in formal treatment.

Social competency development for these researchers acts as a preventive force against the development of particular conduct disorders or other types of mental illness. In White's original monograph, the term competence had the broad definition of "an organism's capacity to interact effectively with its environment," whereas the term feelings of efficacy refers to "the satisfaction that comes from producing the effects."

Again, the concepts of effectance development and social competency building gained popular acceptance in the primary prevention area as . . .

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