You & Your Add Child: Practical Strategies for Coping With Everyday Problems
, by Wallace, Ian
- ISBN: 9780732256869 | 0732256860
- Cover: Paperback
- Copyright: 4/1/1999
Ian Wallace, consultant psychologist, is Australia's foremost authority on the treatment of ADD using behavioural therapy.
| Foreword | p. ix |
| Preface | p. xi |
| Introduction | p. 1 |
| Pills, but what next? | p. 2 |
| Let's not blame the parents | p. 3 |
| Unique problems of ADD | p. 4 |
| Spare a thought for the parents | p. 6 |
| ADD as a disorder | p. 8 |
| Multi-modal treatment | p. 8 |
| Diagnosis | p. 9 |
| The long haul | p. 10 |
| Explaining ADD | p. 12 |
| Mum, what is ADD? | p. 12 |
| Explaining outside the immediate family | p. 14 |
| Telling the school | p. 15 |
| We can own it and fix it | p. 15 |
| ADD is everyone's problem | p. 16 |
| Have you taken your pill? | p. 18 |
| Attending other therapies | p. 19 |
| Practical management | p. 21 |
| They come without instructions | |
| The basics | p. 22 |
| Don't feed the ADD problem | p. 24 |
| Firm boundaries and structure | p. 30 |
| Developing consistency in an ADD family | p. 31 |
| Removing 'I' statements | p. 32 |
| Do not say 'maybe' | p. 34 |
| Limit choices | p. 34 |
| Balance positive and negative | p. 34 |
| The basic Four Step procedure | p. 36 |
| Lack of impulse control | p. 36 |
| Awareness | p. 37 |
| Choices | p. 39 |
| Three is Out | p. 42 |
| Be Repetitive | p. 44 |
| Rewards and punishment | p. 47 |
| Rewards | p. 48 |
| Punishment | p. 51 |
| Making and monitoring progress | p. 53 |
| Time Out | p. 55 |
| Special features | p. 55 |
| Bedrooms and Time Out | p. 57 |
| The wall-kicker's Time Out | p. 58 |
| How long in Time Out? | p. 58 |
| Going in and staying in | p. 60 |
| Alternatives -- Time Away | p. 63 |
| Sibling rivalry | p. 64 |
| ADD and co-existing disorders | p. 69 |
| Co-existing conditions or Co-morbidity | p. 69 |
| Secondary emotional behaviour | p. 70 |
| Learning difficulties | p. 71 |
| Other Co-morbid Disorders | p. 72 |
| ADD and ADHD | p. 73 |
| Oppositional Defiant Disorder -- ODD | p. 93 |
| A brief description | p. 93 |
| Management strategies | p. 95 |
| A matter of trust | p. 105 |
| A school reminder | p. 107 |
| Leadership opportunities | p. 107 |
| Conduct Disorders | p. 109 |
| A brief description | p. 109 |
| Hope for the future? | p. 111 |
| Specific management for Conduct ADD | p. 112 |
| Measures of your trust | p. 120 |
| Runaways | p. 120 |
| Day-by-day boundaries for tough teenagers | p. 121 |
| Anxiety and ADD | p. 123 |
| A simple explanation | p. 124 |
| Irrational fears | p. 126 |
| Missing the big picture | p. 129 |
| Steps towards success | p. 130 |
| Focusing on other images | p. 133 |
| Don't use Time Out | p. 134 |
| Perfectionism and high achievers | p. 135 |
| Don't dismiss feelings | p. 135 |
| 'Home dumping' | p. 136 |
| Other anxiety therapy | p. 138 |
| Self-esteem | p. 140 |
| Two faces of low self-esteem | p. 140 |
| Naturally negative | p. 141 |
| Light at the end of the tunnel | p. 143 |
| Learning styles and praise | p. 143 |
| Approval and affirmation | p. 144 |
| Avoid feelings: focus on solutions | p. 147 |
| Sport and other activities | p. 149 |
| Social problems | p. 154 |
| ADD kids in social situations | p. 155 |
| A simple description | p. 157 |
| Socialisation Disorders | p. 158 |
| Looking at alternatives | p. 160 |
| Indiscreet behaviour | p. 163 |
| Focusing and jumping on the good | p. 164 |
| Family functions and outings | p. 164 |
| Limit time for friends' visits | p. 167 |
| Encourage the socially timid to take risks | p. 168 |
| Limiting time to play and invitations | p. 168 |
| Preparation for social situations | p. 169 |
| Bullying | p. 170 |
| Inappropriate social behaviour | p. 171 |
| Misperceiving non-verbal language | p. 173 |
| Attracting other difficult kids | p. 174 |
| Preparing for change | p. 174 |
| Insatiable teenagers, tough questions and sexuality | p. 175 |
| Holidays, restaurants and cars | p. 177 |
| Avoiding holiday disaster | p. 177 |
| Eating out -- it can be done | p. 182 |
| Cars -- safety and sanity | p. 184 |
| Classroom strategies | p. 187 |
| Inadequate teacher training | p. 187 |
| Teacher attitudes | p. 188 |
| ADD parent strategies applied to teachers | p. 188 |
| ADD is not an excuse | p. 189 |
| Reasonable expectations | p. 190 |
| Firm, structured school environments | p. 191 |
| Filtering distractions or lack of stimulation? | p. 193 |
| Self-esteem | p. 195 |
| Managing appropriate and inappropriate behaviour | p. 197 |
| Reducing demands on teachertime | p. 199 |
| Applying limits | p. 199 |
| Equality of rewards | p. 200 |
| Positive attention | p. 201 |
| Keep tasks to a minimum | p. 202 |
| Learning styles | p. 203 |
| Transferring therapy to class | p. 206 |
| Giving instructions | p. 209 |
| Separate rewards from punishment | p. 210 |
| Responsibility and leadership | p. 211 |
| Projects | p. 212 |
| Homework | p. 212 |
| Exams and under-achievement | p. 216 |
| Essays and structure | p. 218 |
| Computers | p. 218 |
| The Nintendo classroom | p. 221 |
| Multi-modal management | p. 223 |
| Threats to acceptance of ADD | p. 224 |
| Diagnosis | p. 224 |
| Diagnostic measures | p. 226 |
| Multi-modal treatment | p. 228 |
| Being realistic | p. 238 |
| Index | p. 240 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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