Murrihy / Kidman / Ollendick Clinical Handbook of Assessing and Treating Conduct Problems in Youth

1. Auflage 2010
ISBN: 978-1-4419-6297-3
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 544 Seiten

Reihe: Behavioral Science

Conduct problems, particularly oppositional defiant disorder (ODD) and conduct disorder (CD), are the most common mental health problems affecting children and adolescents. The consequences to individuals, families, and schools may be severe and long-lasting. To ameliorate negative outcomes and ensure the most effective treatment for aggressive and antisocial youth, early diagnosis and evidence-based interventions are essential.Clinical Handbook of Assessing and Treating Conduct Problems in Youth provides readers with both a solid grounding in theory and a comprehensive examination of the evidence-based assessment strategies and therapeutic practices that can be used to treat a highly diverse population with a wide range of conduct problems. It provides professional readers with an array of evidence-based interventions, both universal and targeted, that can be implemented to improve behavioral and social outcomes in children and adolescents.This expertly written resource:Lays the foundation for understanding conduct problems in youth, including epidemiology, etiology, and biological, familial, and contextual risk factors.Details the assessment process, with in-depth attention to tools, strategies, and differential diagnosis.Reviews nine major treatment protocols, including Parent-Child Interaction Therapy (PCIT), multisystemic therapy (MST) for adolescents, school-based group approaches, residential treatment, and pharmacotherapy.Critiques the current generation of prevention programs for at-risk youth.Explores salient issues in working effectively with minority youth.Offers methods for evaluating intervention programs, starting with cost analysis.This volume serves as a one-stop reference for all professionals who seek a solid grounding in theory as well as those who need access to evidence-based assessment and therapies for conduct problems. It is a must-have volume for anyone working with at-risk children, including clinical child, school, and developmental psychologists; forensic psychologists; social workers; school counselors and allied professionals; and medical and psychiatric practitioners.

Rachael C. Murrihy, PsyD. Dr. Murrihy is currently Senior Clinical Psychologist and Research Associate at the Health Psychology Unit, an adolescent-focused unit, at the University of Technology, Sydney, Australia. Dr Murrihy's specialty is in the area of clinical adolescent psychology. She has extensive experience lecturing, training, and supervising professionals in this field, including clinical psychologists, psychiatrists, family physicians, nurses, educators, and interns. She also provides mental health lectures for members of the general public. As a practicing clinician, Dr Murrihy works with youth experiencing both internalizing and externalizing disorders across a diverse range of settings, including the university clinic, private practice, inpatient wards, and in mainstream and alternative schools. She has published research on adolescent mental health and has presented this work at conferences, both nationally and internationally. She has held research grants from the Australian Psychological Society, New South Wales (NSW) Department of Health, and the NSW Department of Education and Training. Her research and clinical interests include the assessment and treatment of youth with conduct problems, callous-unemotional traits in youth, cyber bullying and indirect bullying, and Cognitive Behavioral Therapy for early psychosis.Antony D. Kidman, PhD. Dr. Kidman is a Clinical Psychologist and Director of the Health Psychology Unit of the University of Technology, Sydney, Australia. He has more than 140 scholarly publications to his name including seven books: Tactics for Change; Managing Love and Hate; Family Life, Adapting to Change; Feeling Better, a Guide to Mood Management; From Thought to Action; Stress, Coping and Social Support in the Age of Anxiety, and Schizophrenia, a Guide for Families. Dr Kidman was a member of the National Executive of the Australian college of clinical psychologists for 10 years and was the founder and inaugural Editor for 6 years of the College's journal, The Clinical Psychologist. He is a Member of the Clinical College of the Australian Psychological Society, an Associate Fellow of the Albert Ellis Institute of Rational Emotive Therapy (NY) and a Fellow of the International Academy of Cognitive Therapy. He has held research grants from the Australian National Health and Medical Research Council and the New South Wales Department of Health. Dr Kidman has had a long-term clinical and research interest in adolescent mental health including anxiety, depression and psychosis. He is a frequent guest speaker on radio and television and writes for the media on mental health. He was made a Member of the Order of Australia in 2005 for his contributions to clinical psychology.Thomas H. Ollendick, PhD. Dr. Ollendick is University Distinguished Professor in Clinical Psychology and Director of the Child Study Center at Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA. He is the author of several research articles, book chapters, and books. His books include Clinical Behavior Therapy with Children (Plenum Press), Child Behavioral Assessment: Principles and Procedures (Pergamon Press), Handbook of Child Psychopathology (Plenum Press), Developmental Issues in the Clinical Treatment of Children (Allyn and Bacon) (Oxford), and the Handbook of Interventions that Work with Children and Adolescents (Wiley). He is the past Editor of the Journal of Clinical Child Psychology, past Associate Editor of the Journal of Consulting and Clinical Psychology, current Editor of Behavior Therapy, and founding Co-Editor of Clinical Child and Family Psychology Review. In addition, he is Past-President of the Association for the Advancement of Behavior Therapy (1995), the Society of Clinical Psychology (1999), the Society of Clinical Child and Adolescent Psychology (2003), and is currently President of the Society for the Science of Clinical Psychology. A frequent speaker at national and international conferences, he is the recipient of several NIH grants. His clinical and research interests range from the study of diverse forms of child psychopathology to the assessment, treatment, and prevention of these child disorders from a social learning/social cognitive theory perspective.

Autoren/Hrsg.

Murrihy, Rachael C.

Kidman, Antony D.

Ollendick, Thomas H.

Inhaltsverzeichnis

1;Preface;5
2;Acknowledgments;11
3;Contributors;17
4;About the Editors;23
5;1: Conduct Problems in Youth: Phenomenology, Classification, and Epidemiology;26
5.1;CLASSIFICATION;27
5.2;DEVELOPMENTAL PROGRESSION OF CONDUCT PROBLEMS;31
5.3;EPIDEMIOLOGY;33
5.4;IMPLICATIONS FOR ASSESSMENT AND TREATMENT;38
5.5;CASE STUDY;38
5.6;SUMMARY;39
5.7;REFERENCES;40
6;2: Conduct Problems in Youth: Sociological Perspectives;44
6.1;INTRODUCTION;44
6.2;BRIEF HISTORICAL BACKGROUND;45
6.3;MACRO SOCIOLOGICAL VIEWS OF DELINQUENCY;47
6.3.1;Social Disorganization;47
6.3.2;Anomie;49
6.3.3;Conflict Perspective;54
6.4;MICRO-LEVEL EXPLANATIONS;55
6.4.1;Differential Association Theory;55
6.4.2;General Strain Theory;57
6.4.3;Control Theories;58
6.4.4;Social Bond;59
6.4.5;Self-Control;60
6.5;OTHER CONSIDERATIONS;62
6.5.1;Life-Course Perspective;62
6.5.2;Labeling Perspective;64
6.6;CONCLUDING COMMENTS;66
6.7;REFERENCES;67
7;3: Etiology of Oppositional Defiant Disorder and Conduct Disorder: Biological, Familial and Environmental Factors Identified;71
7.1;THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS;72
7.2;PROACTIVE, REACTIVE, AND RELATIONAL AGGRESSION;73
7.3;CHILDHOOD- VERSUS ADOLESCENT-ONSET CD;74
7.3.1;Adolescent-Onset CD;74
7.3.2;Childhood-Onset CD;75
7.3.3;Assessment;78
7.4;SUBTYPES OF CHILDHOOD-ONSET CD;78
7.4.1;Emotional Regulation;79
7.4.2;Callous-Unemotional Traits;80
7.5;ADDITIVE, INTERACTIVE-EVOCATIVE, TRANSACTIONAL MODELS;85
7.5.1;Gene-Environment Interactions;86
7.5.2;Practical Implications: Assessment and Intervention;86
7.6;SUMMARY AND CONCLUSIONS;87
7.7;REFERENCES;88
8;4: Assessment of Conduct Problems Using an Integrated, Process-Oriented Approach;99
8.1;DIAGNOSIS AND LEVEL OF IMPAIRMENT;102
8.1.1;Differential Diagnoses and Comorbidity;102
8.2;CORE AREAS FOR A FUNCTIONAL ASSESSMENT;104
8.3;THINKING ABOUT RISK FACTORS: TEMPERAMENT AND ENVIRONMENTAL ADVERSITY;105
8.4;A MULTIMODAL ASSESSMENT PROCEDURE;106
8.4.1;Using a Multi-Informant Approach;106
8.4.2;Clinical Interviews;110
8.4.3;Facilitating Discussion of Relevant Topics;110
8.4.4;Interviews with Parents;111
8.4.5;Interviews with Children and Adolescents;114
8.4.6;Suggestions for Interviewing Youths;115
8.5;RATING SCALES AND OBSERVATIONS;116
8.5.1;Direct Observations;117
8.5.2;Steps to Deciding an Observation Strategy;119
8.6;NEUROPSYCHOLOGICAL ASSESSMENTS;121
8.6.1;Intellectual Functioning;121
8.6.2;Executive Functioning;122
8.6.3;Academic Attainment;122
8.7;THE PROCESS OF ASSESSMENT;122
8.7.1;Facilitating the Involvement of Relevant Family Members;123
8.7.2;Developing a Shared Perception with Different Family Members;124
8.7.3;Working with Parents Attributional Processes;124
8.7.4;Integrating the Family Context with the Child’s Problem;125
8.8;THE PROCESS OF INTEGRATION;125
8.8.1;Functional Analysis: An Overview;125
8.8.2;Steps in Developing a Functional Analysis;126
8.9;CASE STUDY: JACK;128
8.10;ASSESSMENT FEEDBACK AND TREATMENT RECOMMENDATIONS;129
8.11;CONCLUDING COMMENTS: STAYING POSITIVE!;130
8.12;REFERENCES;131
9;5: The Incredible Years Program for Children from Infancy to Pre-adolescence: Prevention and Treatment of Behavior Problems;137
9.1;OVERVIEW;137
9.2;THE INCREDIBLE YEARS TREATMENT PROGRAMS;138
9.2.1;Incredible Years Parent Interventions;138
9.2.2;Incredible Years Teacher Training Intervention;140
9.2.3;Incredible Years Child Training Intervention (Dinosaur School);141
9.2.4;Group Process and Methods Used in Parent, Teacher, and Child Training Programs;142
9.3;EVIDENCE FOR THE EFFECTS OF TREATMENT;144
9.3.1;Effects of Parent Training Program;144
9.3.2;Evidence for Effects of Parent Programs as Prevention;146
9.3.3;Effects of Teacher- and Child-Training Treatment and Prevention Programs;146
9.4;CASE EXAMPLE: STEWART;148
9.5;INTAKE INFORMATION;149
9.6;TREATMENT;149
9.7;NEW PROGRAMS;153
9.8;DIRECTIONS FOR FUTURE RESEARCH;154
9.9;SUMMARY AND CONCLUSIONS;155
9.10;REFERENCES;156
10;6: Parent–Child Interaction Therapy for Preschool Children with Conduct Problems;159
10.1;PARENT–CHILD INTERACTION THERAPY MODEL;160
10.1.1;Theoretical Foundations of PCIT;160
10.1.2;Goals of PCIT;161
10.1.3;Characteristics of the Treatment Program;161
10.1.4;Therapy Structure;162
10.1.5;Content of the Treatment Sessions;163
10.1.6;Maintenance Strategies;170
10.1.7;Measuring Therapy Progress;171
10.2;THE EVIDENCE BASE FOR PCIT;171
10.2.1;Treatment Efficacy;171
10.2.2;Longitudinal Outcomes;171
10.2.3;Treatment Attrition;172
10.2.4;Moderators and Mediators of Outcome;173
10.2.5;Application to New Populations;173
10.3;CASE STUDY;174
10.4;CONCLUSIONS;179
10.5;REFERENCES;180
11;7: Parent Training for the Treatment of Oppositional Behavior in Young Children: Helping the Noncompliant Child;183
11.1;CONCEPTUAL MODEL/OVERVIEW OF PROGRAM;183
11.2;DESCRIPTION OF HNC;186
11.2.1;Objectives;186
11.2.2;Targeted Population;186
11.2.3;Assessment;187
11.2.4;Format;188
11.2.5;Session Content;189
11.2.6;Teaching Methods;192
11.2.7;Staffing;193
11.2.8;Program Materials;193
11.3;EMPIRICAL SUPPORT;194
11.3.1;Research Design/Sampling Strategy Used to Evaluate HNC;194
11.3.2;Outcome Measures;194
11.3.3;Evaluation Results/Program Efficacy;198
11.3.4;External Reviews;200
11.4;CASE STUDY;200
11.4.1;Session 1;201
11.4.2;Session 2;202
11.4.3;Session 3;202
11.4.4;Session 4;203
11.4.5;Session 5;203
11.4.6;Session 6;203
11.4.7;Session 7;204
11.4.8;Session 8;204
11.4.9;Session 9;205
11.4.10;Session 10;205
11.4.11;Session 11;205
11.5;CONCLUSIONS/FUTURE DIRECTIONS;206
11.6;REFERENCES2;206
12;8: Collaborative Problem Solving;212
12.1;INTRODUCTION;212
12.2;KEY THEMES;212
12.3;LAGGING SKILLS;215
12.4;ASSESSMENT;218
12.5;TREATMENT;224
12.6;RESEARCH;231
12.7;CASE STUDY;233
12.8;CONCLUSION;235
12.9;REFERENCES;236
13;9: Cognitive Behavior Therapy for the Group-Based Treatment of Oppositional Youth;240
13.1;ANGER COPING AND COPING POWER PROGRAM MODELS;241
13.1.1;Contextual Social-Cognitive Model for Aggressive Behavior;241
13.1.2;The Coping Power Model: Procedures, Content, and Structure;243
13.1.3;Coping Power Child Component;243
13.1.4;Coping Power Parent Component;247
13.2;EVIDENCE FOR EFFICACY;249
13.2.1;Anger Coping Outcome Effects;249
13.2.2;Coping Power Program Outcome Effects;250
13.2.3;Overall Evaluation of Anger Coping and Coping Power Programs;252
13.3;CASE EXAMPLE FOR COPING POWER CHILD COMPONENT;253
13.3.1;Coping Power Child Group Session 1: Getting Acquainted and Goal Setting;254
13.3.2;Coping Power Child Group Session 10: Practice Using Coping Statements for Anger Coping;254
13.3.3;Coping Power Child Group Session 21: Social Problem Solving;256
13.3.4;Coping Power Child Group: Concluding Sessions;257
13.4;CONCLUSIONS AND SUMMARY;258
13.4.1;Obstacles;259
13.4.2;Ways to Overcome These Obstacles;259
13.4.3;Summary;260
13.5;REFERENCES;261
14;10: Functional Family Therapy;264
14.1;BRIEF HISTORY OF THE DEVELOPMENT OF FFT AS AN EVIDENCE-BASED INTERVENTION;265
14.2;CLINICAL MODEL OVERVIEW;267
14.2.1;Pre-treatment Preparation;267
14.2.2;The First Phase: Engagement in Change;268
14.2.3;The Second Phase: Motivation for Change;268
14.2.4;Change Focus Techniques;269
14.2.5;Change Meaning Techniques;271
14.2.6;Assessment in Early Phases (Engagement and Motivation): Relational Functions;273
14.2.7;Transitioning between Engagement & Motivation into Behavior Change;275
14.2.8;Specific Elements of Behavior Change;275
14.2.9;Basic Parenting Principles/Techniques;277
14.2.10;The Generalization Phase of FFT;279
14.3;BRIEF SYNOPSIS OF THE IDEAL FFT INTERVENTION;280
14.3.1;Session 1: Engagement, Intake, and Assessment;280
14.3.2;Between Sessions 1 and 2;281
14.3.3;Sessions 2 and 3;281
14.3.4;Between Session 3 and 4;281
14.3.5;Middle Sessions;281
14.3.6;Later Sessions;282
14.3.7;Termination;282
14.4;CHANGE MECHANISMS: PROCESS RESEARCH ON THE CLINICAL INTERIOR OF FFT;282
14.4.1;Research on Understanding and Managing Family Conflict;283
14.5;SUMMARY OF THE FFT MODEL AND CORE ELEMENTS;286
14.6;REFERENCES;287
15;11: Multisystemic Therapy for Conduct Problems in Youth*;291
15.1;CHARACTERISTICS OF THE MST MODEL;292
15.1.1;Theoretical and Empirical Foundations;292
15.1.2;MST Theory of Change;293
15.2;CHARACTERISTICS OF MST CLINICAL IMPLEMENTATION;293
15.2.1;Treatment Delivery;293
15.2.2;Clinical Procedures;293
15.2.3;Case Example;295
15.2.4;Training, Supervision, and Ongoing Quality Assurance;300
15.3;EMPIRICAL SUPPORT FOR MST;301
15.3.1;Efficacy Trials;301
15.3.2;Effectiveness Trials;305
15.3.3;Trials for Juvenile Offenders with Substance Use Disorders;305
15.3.4;Independent Transportability Trials;305
15.3.5;Adaptations to the Basic MST Model;306
15.4;CONCLUSIONS;306
15.5;REFERENCES;307
16;12: Social Competency CBT-Based Group Training for Youth in Alternative School Settings;312
16.1;ALTERNATIVE EDUCATION: A HISTORICAL BACKGROUND;314
16.1.1;Definitions of Alternative Education;315
16.1.2;Philosophies and Goals of Alternative Education Programs;315
16.1.3;Clinical Profile of Alternative School Students;316
16.1.4;Does Alternative Education Work?;317
16.2;CBT ANGER MANAGEMENT GROUP INTERVENTIONS;318
16.2.1;Social Cognitive Model;319
16.2.2;Social Cognitive Model: Treatment Overview;319
16.3;OUTCOME RESEARCH;320
16.3.1;Brief, Intensive Outcome Studies Conducted in Alternative Schools;320
16.3.2;Outcome Studies Conducted in Self-Contained Units Within Mainstream Schools;329
16.3.3;Outcome Studies Conducted in Mainstream Schools with Students Previously Assigned to Alternative Education Centers;330
16.3.4;Anger Management Training in an Elementary/Primary School Cohort;331
16.3.5;Parent Involvement in Anger Management Training;331
16.3.6;Summary of Research Outcomes;332
16.4;RESEARCH LIMITATIONS AND CONSIDERATIONS FOR FUTURE RESEARCH;333
16.5;FIRST, DO NO HARM (PRIMUM NON NOCERE): AGGREGATING HIGH-RISK YOUTH;337
16.6;GROUP TREATMENT CONSIDERATIONS FOR CLINICIANS AND RESEARCHERS: FACILITATING ENGAGEMENT AND MINIMIZING DROP-OUT;340
16.7;SUMMARY AND CONCLUSIONS;343
16.8;REFERENCES;345
17;13: Residential Treatment Centers for Children and Adolescents with Conduct Disorders;350
17.1;RECENT STUDIES SUPPORTING THE EFFECTIVENESS OF RESIDENTIAL TREATMENT;351
17.2;CURRENT CHALLENGES IN RESIDENTIAL TREATMENT;354
17.3;A MODEL OF CARE FOR CONDUCT PROBLEM YOUTH IN RTCS;355
17.4;Level I: Establishing Basic Safety and Stabilization;356
17.4.1;Domain A: Psychological and Medical Conditions;356
17.4.1.1;Comorbid Medical Conditions;358
17.4.1.2;High-Risk Behaviors and Comorbid Mental Health Diagnoses;358
17.4.1.3;Substance Use Disorders;359
17.4.1.4;Post-traumatic Stress Disorder;359
17.4.2;Domain B: Educational and Vocational Factors;360
17.4.3;Domain C: Family and Social Dynamics;361
17.4.4;Domain D: Community and Legal Issues;361
17.5;Level II: Enhancing Skill Development;362
17.5.1;Domain A: Psychological and Medical Conditions;362
17.5.2;Domain B: Educational and Vocational Factors;363
17.5.3;Domain C: Family and Social Dynamics;364
17.5.4;Domain D: Community and Legal Issues;365
17.6;Level III: Assuring Generalization;365
17.6.1;Domain A: Psychological and Medical Conditions;366
17.6.2;Domain B: Educational and Vocational Factors;366
17.6.3;Domain C: Family and Social Dynamics;367
17.6.4;Domain D: Community and Legal Issues;367
17.7;Level IV: Fostering a System of Care;368
17.7.1;Domain A: Psychological and Medical Conditions;368
17.7.2;Domain B: Educational and Vocational Factors;368
17.7.3;Domain C: Family and Social Dynamics;369
17.7.4;Domain D: Community and Legal Issues;370
17.8;Summary;370
17.9;CASE STUDY JOEY: A YOUTH WITH CONDUCT PROBLEMS BENEFITING FROM RTC PLACEMENT;371
17.10;Level I: Safety and Stabilization;372
17.10.1;Domain A: Psychological and Medical Conditions;372
17.10.2;Domain B: Educational and Vocational Factors;373
17.10.3;Domain C: Family and Social Dynamics;373
17.10.4;Domain D: Community and Legal Issues;373
17.11;Level II: Enhancing Skills Development;373
17.11.1;Domain A: Psychological and Medical Conditions;374
17.11.2;Domain B: Educational and Vocational Factors;374
17.11.3;Domain C: Family and Social Dynamics;375
17.11.4;Domain D: Community and Legal Issues;375
17.12;Levels III and IV: Assuring Generalization and Fostering a System of Care;375
17.13;SUMMARY AND CONCLUSIONS;376
17.14;REFERENCES;378
18;14: Alternative Treatments for Conduct Problems: Brats, Boot Camps, and Bungee Jumps;382
18.1;CRIMINOLOGICAL THEORIES;384
18.2;SOCIOLOGICAL TRADITIONS;385
18.3;MAJOR SHIFTS IN CRIMINOLOGICAL THINKING;386
18.4;UNRAVELING THE KEY ELEMENTS OF BOOT CAMPS;387
18.5;KEY GOALS OF BOOT CAMPS AND WILDERNESS PROGRAMS;389
18.6;BOOT CAMP AS ENTERTAINMENT;391
18.7;HAVE THE GOALS OF BOOT CAMPS BEEN ACHIEVED?;392
18.8;EXCITEMENT WITH DISCIPLINE VERSUS DISCIPLINE WITHOUT EXCITEMENT;393
18.9;CONCLUDING COMMENTS;394
18.10;REFERENCES;397
19;15: Pharmacotherapy for Children and Adolescents with Conduct Problems;399
19.1;MOOD STABILIZERS;400
19.1.1;Lithium Carbonate;400
19.1.2;Carbamazepine;403
19.1.3;Divalproex Sodium;403
19.2;ANTIDEPRESSANTS;405
19.2.1;Serotoxin Reuptake Inhibitors;405
19.2.2;Trazodone;406
19.3;SELECTIVE NOREPINEPHRINE REUPTAKE INHIBITORS AND ATOMOXETINE;407
19.4;ANXIOLYTIC DRUGS;408
19.5;STIMULANTS;409
19.6;ANTIPSYCHOTICS;411
19.6.1;Typical Antipsychotics;411
19.7;ATYPICAL ANTIPSYCHOTICS: RISPERIDONE;412
19.7.1;Olanzapine;414
19.7.2;Quetiapine;415
19.8;CONCLUSIONS;416
19.9;REFERENCES;417
20;16: The Fast Track Project: Preventing Severe Conduct Problems in School-Age Youth;422
20.1;THE FAST TRACK DYNAMIC CASCADE DEVELOPMENTAL MODEL;424
20.1.1;Preschool and Elementary School Years;424
20.1.2;Middle School and High School Years;426
20.1.3;Empirical Testing of the Dynamic Cascade Model;428
20.2;DESIGN OF THE FAST TRACK EXPERIMENT;428
20.3;THE FAST TRACK INTERVENTION MODEL;430
20.3.1;Elementary School Phase1;430
20.3.2;Adolescent Phase;432
20.4;FAST TRACK OUTCOMES;434
20.4.1;Elementary School;434
20.4.2;Middle School;436
20.4.3;Moderation of Intervention Effects;437
20.4.4;Effects on Youth Arrests and Delinquency;437
20.4.5;Economic Analyses;438
20.5;CASE ILLUSTRATION2;438
20.5.1;Preintervention Information;438
20.5.2;Initial Intervention Sessions in First Grade;439
20.5.3;Intervention Strategies: Grades 1 and 2;441
20.5.4;Progress by Third Grade;442
20.5.5;Follow-Up Information;442
20.5.6;Comments;443
20.6;PREVENTION SCIENCE IN PRACTICE: FAST TRACK;444
20.7;REFERENCES;445
21;17: Prevention: The Role of Early Universal and Targeted Interventions;449
21.1;PREVALENCE OF PARENTING AND FAMILY RISK FACTORS;451
21.2;ROLE OF PARENTING INTERVENTIONS IN PREVENTION;451
21.3;MAKING THE POPULATION APPROACH REALLY WORK;452
21.3.1;Universal and Indicated Preventive Approaches to Parenting;452
21.4;KEY LEARNINGS FROM UNIVERSAL APPROACHES;458
21.5;POLICY IMPLICATIONS;464
21.6;CONCLUSIONS;464
21.7;REFERENCES;465
22;18: Evidence-Based Treatments for Conduct Problems Among Ethnic Minorities;469
22.1;TREATING ETHNIC MINORITY YOUTH WITH CONDUCT PROBLEMS;470
22.2;RESEARCH BASE ON EBTs FOR ETHNIC MINORITY YOUTH WITH CONDUCT PROBLEMS;472
22.2.1;Identifying EBTs for Ethnic Minority Youth with Conduct Problems;472
22.2.2;Broad Typology of EBTs for Ethnic Minority Youth with Conduct Problems;473
22.3;EBTs DEVELOPED FOR AND TESTED WITH SPECIFIC ETHNIC MINORITY GROUPS;474
22.3.1;Overview;474
22.3.2;Family Therapy;474
22.3.3;Multicomponent Treatment Programs;477
22.3.4;Summary;478
22.4;TREATMENTS DEVELOPED WITHOUT SPECIFIC CULTURAL CONSIDERATIONS, THEN TESTED UNADAPTED WITH ETHNIC MINORITY FAMILIES;479
22.4.1;Overview;479
22.4.2;Multisystemic Therapy (See Also Chap. 11);479
22.4.3;Parent Management Training (PMT; See Also Chaps. 5, 6, 8, and 16);481
22.4.4;Cognitive Behavioral Therapy and Skills Training (See Also Chap. 9);482
22.4.5;Multicomponent Treatments;484
22.4.6;Summary;487
22.5;TREATMENTS DEVELOPED WITHOUT SPECIFIC CULTURAL CONSIDERATIONS, THEN CULTURALLY ADAPTED AND TESTED WITH ETHNIC MINORITY FAMILIES;488
22.5.1;Overview;488
22.5.2;Family Therapy;489
22.5.3;Parent Management Training;490
22.5.4;Parent–Child Interaction Therapy (PCIT) (See Also Chap. 5);490
22.5.5;An Approach to Cultural Modification;491
22.5.6;The GANA Program;491
22.5.7;Summary of Culturally Adapted/Culturally Modified Interventions;492
22.6;SUMMARY OF THE LITERATURE BASE;493
22.7;TO ADAPT OR NOT TO ADAPT: THAT IS THE QUESTION;494
22.8;RECOMMENDATIONS FOR CLINICAL PRACTICE AND FUTURE RESEARCH DIRECTIONS;495
22.9;References;496
23;19: Evidence-Based Treatment Programs for Conduct Problems: Are They Cost Effective?;503
23.1;INTRODUCTION;503
23.2;BACKGROUND ON THE INCREDIBLE YEARS SERIES AND THE FAST TRACK INTERVENTION;505
23.2.1;The Incredible Years Series;505
23.2.1.1;The Program;505
23.2.1.2;Evaluation Data;506
23.2.2;Fast Track Intervention;507
23.2.2.1;The Intervention;507
23.2.2.2;Evaluation Data;508
23.3;BACKGROUND ON ECONOMIC ANALYSIS;510
23.3.1;Measuring the Costs of an Intervention;512
23.3.2;How Do Economists Think About Costs?;512
23.3.3;Measuring and Valuing Direct Costs;514
23.3.4;Measuring and Valuing Morbidity-Related Costs;519
23.4;ILLUSTRATIVE ANALYSIS;520
23.4.1;Cost-Effectiveness of the Incredible Years;520
23.5;EFFECT OF THE FAST TRACK INTERVENTION ON COSTLY OUTCOMES;521
23.5.1;Other Studies;523
23.6;CONCLUSIONS;523
23.6.1;Include Economic Analysis at the Start of the Study;524
23.6.2;Better Integration with Research on Health Policy;525
23.6.3;A More Open Research Process;525
23.7;REFERENCES;526
24;20: Epilogue: Future Directions in Research and Practice;530
24.1;TRENDS ACROSS TREATMENT APPROACHES;531
24.1.1;Early Intervention and Population Level Approaches;531
24.1.2;Emphasis on Treatment Engagement;532
24.1.3;Multifaceted Assessment Process;533
24.1.4;Integrative Treatment Models;533
24.1.5;Focus on Generalization and Maintenance of Gains;534
24.2;ADVANCES, UNRESOLVED ISSUES, AND FUTURE DIRECTIONS;536
24.2.1;Subtypes of Conduct Disorder;536
24.2.2;Treatment and Protective Factors;538
24.2.3;Gender and Expression of Conduct Problems;538
24.2.4;Comorbidity and Treatment Impact;539
24.2.5;Evidence-Based Treatments and Ethnic Minority Populations;539
24.2.6;Group Treatment and Deviancy Training;541
24.2.7;Residential Treatments;541
24.2.8;Cost Effectiveness Analyses;542
24.3;SUMMARY;543