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x | |
| Contributors |
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xii | |
| Preface |
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xiv | |
| Part One Effective Practice |
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Defining the Structure of Change: An Introduction |
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3 | (12) |
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3 | (9) |
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3 | (2) |
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Setting Client Objectives |
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5 | (3) |
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Selecting an Intervention |
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8 | (2) |
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Structuring the Intervention |
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10 | (1) |
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11 | (1) |
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Monitoring and Evaluating |
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12 | (1) |
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Structuring Change and Client Motivation |
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12 | (1) |
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13 | (2) |
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14 | (1) |
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Some Things We Know about Effective Social Work |
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15 | (13) |
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15 | (1) |
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Traditional Literature Reviews |
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16 | (3) |
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Quantitative Literature Reviews |
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19 | (6) |
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Meta-analysis: An Overview of Data Synthesis |
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19 | (6) |
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Towards Effective Practice: Structuring Your Intervention |
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25 | (2) |
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Guidelines for Structured Interventions |
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27 | (1) |
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Practice Evaluation: Setting Goals, Measuring and Assessing Change |
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28 | (23) |
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Why Evaluate Your Practice? |
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28 | (1) |
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Evaluation versus Research |
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29 | (1) |
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How to Do Practice Evaluation |
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30 | (15) |
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Specify the Target Behavior and Set a Goal |
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30 | (4) |
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Select a Measure and Use It Systematically |
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34 | (5) |
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Analyze Whether Change Has Occurred and the Goal Has Been Reached |
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39 | (6) |
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Integrating Evaluation into Practice |
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45 | (1) |
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45 | (6) |
| Part Two Common Client Problems |
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Behavior Therapies for Persons with Phobias |
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51 | (21) |
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51 | (1) |
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52 | (2) |
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Assessment and Monitoring |
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54 | (3) |
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Self-Report Assessment Methods |
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54 | (1) |
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55 | (2) |
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57 | (1) |
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Behavioral Therapy Intervention |
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57 | (10) |
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58 | (3) |
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61 | (3) |
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64 | (3) |
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67 | (3) |
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Matching Interventions to Client Problems |
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67 | (1) |
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Components and Sequencing of Exposure-Based Interventions |
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67 | (3) |
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70 | (2) |
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Case Management for Persons with Schizophrenia |
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72 | (23) |
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72 | (1) |
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73 | (2) |
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Case Management Intervention |
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75 | (10) |
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75 | (3) |
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Studies of Case Management |
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78 | (7) |
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The Structure of Case Management |
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85 | (2) |
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Direct Service Intervention |
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87 | (3) |
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90 | (2) |
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Generalizing Case Management to Related Problems |
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92 | (1) |
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93 | (2) |
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Feminist Treatment for People with Depression |
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95 | (16) |
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95 | (1) |
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95 | (2) |
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95 | (1) |
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96 | (1) |
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Traditional Explanatory Models of Depression |
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97 | (3) |
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97 | (1) |
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Ego Psychology Perspectives |
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97 | (1) |
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98 | (1) |
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Object Relations Perspective |
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98 | (1) |
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``Self-in-Relation'' Explanation |
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98 | (1) |
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Cognitive Behavioral Perspectives |
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99 | (1) |
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Contemporary Explanatory Models of Depression |
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100 | (2) |
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Gender Differences in Experiencing and Reporting Stress |
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100 | (1) |
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100 | (1) |
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Endocrine Physiology Explanation |
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101 | (1) |
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Psychosocial Explanations |
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101 | (1) |
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102 | (1) |
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What Is Feminist Intervention? |
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102 | (1) |
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Principles of Feminist Treatment |
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103 | (2) |
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The Personal Is Political |
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103 | (1) |
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Traditional Sex Roles Are Pathological |
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103 | (1) |
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104 | (1) |
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Egalitarian Therapeutic Relationship |
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104 | (1) |
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Feminist Treatment with Depressed Clients |
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105 | (2) |
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105 | (1) |
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106 | (1) |
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The Risk-Taking Support Stage |
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107 | (1) |
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107 | (1) |
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108 | (1) |
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Generalizing Feminist Treatment |
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108 | (1) |
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109 | (2) |
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Intervention with Suicidal Individuals |
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111 | (27) |
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111 | (1) |
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111 | (3) |
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113 | (1) |
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114 | (4) |
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115 | (1) |
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Social Environmental Risk Factors |
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115 | (1) |
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Interpersonal Risk Factors |
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116 | (1) |
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117 | (1) |
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Assessment and Monitoring Methods |
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118 | (2) |
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119 | (1) |
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120 | (1) |
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120 | (16) |
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120 | (4) |
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124 | (1) |
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124 | (1) |
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125 | (5) |
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Structure of the Intervention |
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130 | (1) |
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Treatment Process: How to Implement the Treatment |
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130 | (6) |
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136 | (1) |
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Generalization to Other Problem Areas |
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136 | (1) |
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137 | (1) |
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Competency-Based Treatment for Persons with Marital Discord |
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138 | (29) |
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138 | (1) |
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139 | (3) |
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139 | (1) |
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140 | (2) |
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Assessment and Monitoring Methods |
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142 | (4) |
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143 | (2) |
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Rapid Assessment Instruments |
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145 | (1) |
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Competency-Based Treatment |
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146 | (19) |
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146 | (3) |
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The Structure of the Intervention |
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149 | (15) |
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Generalizing the Intervention to Related Problems |
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164 | (1) |
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165 | (2) |
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Social Competence Promotion for Troubled Youths |
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167 | (15) |
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167 | (2) |
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Problem Identification: Risk-Taking Behaviors of Adolescents |
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169 | (1) |
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Use of Drugs, Alcohol, and Cigarettes |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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School Dropout Rates and Unemployment |
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170 | (1) |
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The Importance of Social Competence |
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170 | (1) |
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Promoting Social Competence |
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171 | (1) |
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172 | (3) |
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Developing Program Goals and Selecting Skills |
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175 | (1) |
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The Process of Teaching Social Skills |
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176 | (3) |
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Present the Social Skill Being Taught |
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176 | (1) |
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176 | (1) |
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Present a Problem Situation and Model the Skill |
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177 | (1) |
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Set the Stage for Role Playing the Skill |
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178 | (1) |
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Have Group Members Rehearse the Skill |
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178 | (1) |
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Practice Using Complex Skill Situations |
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178 | (1) |
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Train for Generalization and Maintenance |
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179 | (1) |
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179 | (1) |
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180 | (2) |
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An Eclectic Approach for Persons with Drug or Alcohol Problems |
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182 | (31) |
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182 | (2) |
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184 | (5) |
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Definition of Substance Abuse |
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184 | (2) |
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Prevalence of Substance Abuse |
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186 | (2) |
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Clinical Manifestations of Substance Abuse |
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188 | (1) |
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Assessment and Monitoring |
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189 | (8) |
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190 | (1) |
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Areas for Collection of Information |
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191 | (2) |
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Methods of Data Collection |
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193 | (3) |
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196 | (1) |
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197 | (10) |
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Research and Practice Support |
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197 | (1) |
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Basic Principles of Intervention |
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198 | (2) |
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200 | (7) |
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Maintenance and Generalization |
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207 | (4) |
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207 | (2) |
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Maintenance and Generalization Strategies |
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209 | (2) |
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211 | (2) |
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Life Planning for People with Human Immune Virus (HIV) Disease |
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213 | (21) |
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213 | (3) |
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216 | (2) |
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218 | (1) |
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218 | (1) |
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Psychological Manifestations |
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218 | (1) |
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Interventions at Each Phase of HIV Disease |
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219 | (13) |
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With Persons at Risk, HIV Status Uncertain |
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219 | (2) |
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With Persons Who Are HIV-Antibody-Positive, but Are Asymptomatic |
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221 | (2) |
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With Persons Who Have Begun to Experience Symptoms of HIV Infection |
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223 | (1) |
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With Persons Who Have Developed Their First Opportunistic Disease |
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224 | (1) |
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With Persons Who Have Survived Their First Opportunistic Disease |
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225 | (4) |
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With Persons Who Have Developed Subsequent Opportunistic Diseases |
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229 | (2) |
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With Persons in the Terminal Phase of Illness |
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231 | (1) |
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Generalizing the Interventions to Related Problems |
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232 | (1) |
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232 | (2) |
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Experiential Focusing with Mexican-American Males with Bicultural Identity Problems |
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234 | (21) |
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234 | (1) |
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Concepts of Bicultural Family Functioning |
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235 | (1) |
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Studies of Acculturation Stress |
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236 | (2) |
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Adultification and Spousification |
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238 | (3) |
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Adultification: The Child as Adult |
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239 | (1) |
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Spousification: The Child as Spouse |
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240 | (1) |
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241 | (3) |
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241 | (1) |
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242 | (1) |
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Problems with Separation and Individuation |
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242 | (1) |
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Blurred Identity and Distorted Role Modeling |
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243 | (1) |
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243 | (1) |
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Assessment and Monitoring |
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244 | (1) |
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245 | (8) |
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Emotional Accessing Technique |
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248 | (1) |
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249 | (4) |
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Generalizing the Intervention to Related Problems |
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253 | (1) |
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254 | (1) |
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Psychodynamic Treatment for Persons with Borderline Personality |
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255 | (17) |
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255 | (1) |
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256 | (6) |
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Theoretical Considerations |
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257 | (2) |
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259 | (1) |
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Assessment and Monitoring |
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260 | (2) |
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Psychodynamic Treatment of the Borderline Personality |
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262 | (7) |
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262 | (1) |
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Structure of the Treatment |
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263 | (6) |
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Generalizing the Intervention to Related Problems |
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269 | (1) |
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270 | (2) |
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Mediation Techniques for Persons Involved in Disputes |
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272 | (20) |
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272 | (1) |
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