Relevant bibliographies by topics / Interpersonal communication. Parent and teenager. Communication in the family

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Academic literature on the topic 'Interpersonal communication. Parent and teenager. Communication in the family'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Interpersonal communication. Parent and teenager. Communication in the family"

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Supratman, Lucy Pujasari. "FAMILY COMMUNICATION ON SINGLE MOTHER FAMILIES." Jurnal ASPIKOM 3, no. 4 (February 22, 2018): 675. http://dx.doi.org/10.24329/aspikom.v3i4.226.

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The data of divorce by women is increasingly today. There are at least 553 divorce cases registered to Bandung Religious Court in 2017 -- most of them was proposed by women. This research wants to describe the form of family communication done by single mothers to their teenagers as a single parent. The method of this research is qualitative with case study approach. The researcher interviewed five single mothers lived in Bandung. The result shows that interpersonal communications on all informants were divided into coercive and democratic communication. The democratic communication is the most effective communication form to build a strong bond with the teenagers in a new single family. The contribution of this research is providing a new model of interpersonal coercive communication.
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Борисова, Татьяна Сергеевна, Елена Александровна Зорина, and Елена Евгеньевна Сартакова. "THE INFLUENCE OF PARTICIPANTS OF EDUCATIONAL PRACTICE ON THE MANIFESTATION OF TEENAGERS’ AGGRESSION." Pedagogical Review, no. 6(34) (December 14, 2020): 73–81. http://dx.doi.org/10.23951/2307-6127-2020-6-73-81.

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Проблема агрессивного поведения стала объектом широкого научного и практического обсуждения. Предлагается анализ отдельных аспектов содержания феномена агрессии, выделяются особенности подростковой агрессии. Приводятся результаты длительного изучения уровня агрессивности подростков и молодежи. Отмечается, что нарушения в сфере межличностных отношений подростков играют приоритетную роль в развитии отклоняющегося поведения; общение формирует конкретную модель поведения, оказывая порой влияние на совершение действий не всегда кон структивного характера; развитие навыков позитивного общения находится в поле влияния субъектов образовательной практики и является важнейшим фактором предупреждения агрессии подростков. Педагогически целесообразными действиями в части позитивного личностного становления является оптимизация взаимодействий участников образовательного процесса (детей, родителей, педагогов, социальных партнеров). Основными направлениями педагогической профилактической работы, с точки зрения авторов, являются: учет особенностей семьи каждого подростка как необходимое условие эффективной работы педагога; менеджмент классной ситуации и наблюдения за отношениями детей, что дает возможность предотвратить проявление агрессии в группе; обеспечение безопасности в образовательном учреждении посредством формирования социально-психологического комфорта учеников и педагогов; проецирование через СМИ и интернет конструктивных образцов мирного урегулирования конфликтов; интегрирование детей в систему социальных связей как в школе, так и вне, применяя социально-педагогические технологии; целенаправленное воспитательное воздействие на молодежь и работа с семьей в направлении устойчивых ориентаций на правомерное поведение рассматривается как значимый фактор предупреждения агрессии. The problem of aggressive behavior has become the subject of extensive scientific and practical discussion. The article offers an analysis of individual aspects of the content of the phenomenon of aggression, highlights the features of teenage aggression. The results of a long-term study of the level of aggressiveness of adolescents and youth are presented. It is noted that violations in the sphere of interpersonal relations of adolescents play a priority role in the development of deviant behavior; communication forms a specific model of behavior, sometimes influencing the performance of actions that are not always constructive; the formation of positive communication skills is in the field of influence of subjects of educational practice and is the most important factor in preventing adolescent aggression. The authors point out that pedagogically expedient actions in terms of shaping positive development in adolescents is to optimize interactions between all participants in the educational process (children, parents, teachers, social partners). The main directions of pedagogical preventive work, from the point of view of the authors, are: taking into account the characteristics of the family of each teenager as a necessary condition for the effective work of a teacher; management of the classroom situation and monitoring the relationships of children, which makes it possible to prevent the manifestation of aggression in the group; ensuring safety in an educational institution through the formation of social and psychological comfort of students and teachers; projecting constructive models of peaceful settlement of conflicts through the media and the Internet; integrating children into the system of social ties both at school and outside, using social and educational technologies; purposeful educational influence on youth and work with the family in the direction of stable orientations on lawful behavior is considered as a significant factor in preventing aggression.
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Zuhriah, Zuhriah. "Komunikasi Interpersonal Kepala Keluarga Berbasis Capacity Building Dalam Mencegah Kenakalan Remaja." Journal of Education, Humaniora and Social Sciences (JEHSS) 2, no. 2 (December 13, 2019): 188–95. http://dx.doi.org/10.34007/jehss.v2i2.93.

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The phenomenon of juvenile delinquency occurs in almost every region in Indonesia. The current of globalization is the driving force for juvenile delinquency today. This condition is seen from the behavior of adolescents who often show apathetic and selfish attitudes and the surrounding environment. Outside the home teenagers also often take actions outside the bounds such as ditching school, drinking, brawl and gambling. The behavior reflects the lack of interpersonal communication that is built by parents in fostering their children and there is no specific strategy in preventing the behavior. The purpose of writing is to describe how interpersonal communication is applied by the head of the family based on capacity building. Capacity building is the process by which individuals and organizations acquire, improve and maintain the skills, knowledge, tools, equipment, and other resources needed to carry out their work competently. This allows the individual (head of the family) to attend to build interpersonal communication in a greater capacity in anticipating the involvement of their children in juvenile delinquency. In carrying out individual capacity building, measured through the concept of Gross namely decision making, communication, control.
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Thariq, Muhammad. "INTERPERSONAL COMMUNICATION ROLE FOR SELF-CONCEPT OF CHILDREN AND FAMILIES." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 2 (July 24, 2018): 181–94. http://dx.doi.org/10.33258/birci.v1i2.21.

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This study intends to know "How can interpersonal communication build family resilience in the face of increasingly tough challenges"? To reveal the reality of the authors use qualitative methods. To get the data, the author uses three techniques of data collection that is observation, in-depth interview and documentation study. The results of this study found that interpersonal communication plays an important role in shaping family resilience and strengthen the functioning of families facing increasingly severe challenges. Interpersonal communication between parent and child through the giving of statements such as "Know your family and remember who you are", "we live not alone" and "remember neighbors, remember family" can form self concept or character of child and family in society as do parents to the children / family in Neighborhood 1 Pasar 6 Kelurahan Tanjungsari Kecamatan Medan Selayang, Medan City, North Sumatera Province. There are positive family relationships and actions built on the basis of conversation, conformity, dependency and distribution of powers derived from parents and children as in families in Neighborhood I Pasar 6 Tanjungsari Village, Kec. Medan Selayang, so as to build a warm and supportive relationship that is characterized by mutual respect and care for each other. With the capital of interpersonal communication, the family can function in building relationships between families and social relations in the form of arisan aged 20 years more. Finally, the family communication (old family) upholds family secrets and restrictions on taboo matters.
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Aressa, Vivy, Herman Nirwana, and Alwen Bentri. "Komunikasi Interpersonal Anak dan Orangtua ditinjau dari Jenis Kelamin, Tingkat Pendidikan Orangtua, dan Daerah Tempat Tinggal serta Implikasinya pada Bimbingan dan Konseling." Konselor 5, no. 3 (September 30, 2016): 139. http://dx.doi.org/10.24036/02016536500-0-00.

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Communication within the family is one of the means of parents instill the values to their children. This research background is the low skilled interpersonal communication of children and their parents. This study aimed to describe and examined: (1) interpersonal communication of children and parents in terms of sex, the last education of parent, and area of residence, (2) differences in interpersonal communication of children and parents in terms of sex, the last education of parent, and area of residence. The research methods applied in this research was ex post facto with factorial design 2 x 3 x 2. The population was students in SMAN 1 Maninjau and SMAN 1 Bukittinggi. The number of samples as much as 263 people were selected by cluster random sampling and combined with the technique propotional random sampling technique. The instruments used a Likert scale. Data were analyzed with descriptive statistics and using analysis of variance. Data analysis results showed that: (1) the general, interpersonal communication of children and parents in terms of sex, the last education of parents, and area of residence were in good category, (2) there are significant differences the variables sex, in the mean scores of female is higher than male students' the, the last education of parent and area of residence there are no differences significant. The implications of the results of this research can be used as input to create a program of guidance and counseling services, especially in the development of family.
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Lin, Jielu, Christopher S. Marcum, Anna V. Wilkinson, and Laura M. Koehly. "Developing Shared Appraisals of Diabetes Risk Through Family Health History Feedback: The Case of Mexican-Heritage Families." Annals of Behavioral Medicine 52, no. 3 (January 24, 2018): 262–71. http://dx.doi.org/10.1093/abm/kax037.

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Abstract Background Collecting complete and accurate family health history is critical to preventing type 2 diabetes. Purpose We seek to identify the optimal risk feedback approach that facilitates risk communication between parents and their adult children and helps them develop shared appraisals of family history of type 2 diabetes. Methods In a sample of parent-adult child dyads from 125 Mexican-heritage families residing in Houston, Texas, we examine change in parent-child dyadic (dis)agreement with respect to their shared family health history from baseline to 10 months after receipt of risk feedback generated by Family Healthware. A 2 × 2 factorial design is applied to test how the recipient (one parent or all family members) and the content (risk assessment with or without behavioral recommendations) of the feedback affect (dis)agreement through interpersonal ties, particularly dyadic risk communication. Results Providing risk assessment without behavioral recommendations to the parent, but not the adult child, shifts the dyads toward agreement (relative risk ratio [RRR]= 1.78, 95% confidence interval [CI] [1.18–2.67]), by activating reciprocal risk communication between parents and children (RRR =2.70, 95% CI [1.81–4.03]). Dyads with close interpersonal ties are more likely to shift toward agreement (RRR = 3.09, 95% CI [1.89–5.07]). Conclusion Programs aimed at improving family health history knowledge and accuracy of reports should tailor risk feedback strategically for better intervention effect and leverage a network approach in disease prevention among at-risk minority and/or immigrant populations. Trial Registration Number NCT00469339.
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Grimm, Marshall Xavier, Elizabeth Dorrance Hall, Charles Ryan Dunn, and Travis Edward Dorsch. "Parent-child communication in sport: Bridging the gap between theory and research." Journal of Amateur Sport 3, no. 3 (November 28, 2017): 1–19. http://dx.doi.org/10.17161/jas.v3i3.6513.

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Parent-child communication is integral to the acquisition of positive developmental outcomes from sport. This position paper offers useful interdisciplinary frameworks and theories for future researchers as they investigate questions pertaining to parentchild communication in organized youth sport. We propose such work is enhanced when grounded in family, human development, and interpersonal communication theory and literature. Specifically, theoretical frameworks from these areas assist researchers in determining salient research questions, choosing appropriate methodologies, and most importantly in the interpretation of findings. As researchers attempt to further understand parental influence in sport, the role of specific family processes like communication will shed light on the potential mechanisms that drive youth’s developmental outcomes. This knowledge will likely lead to better outcomes for youth participating in sport, and better relationships among family members in and out of the sport context. By gaining greater understanding of this phenomenon, researchers will have a more complete set of tools to educate parents, administrators, and coaches in an evidence-based way.
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Nidyansari, Dyah Ayu. "KETIDAKHARMONISAN KOMUNIKASI DALAM KELUARGA PADA PEMBENTUKAN PRIBADI ANAK (PENDEKATAN HUMANISTIK)." Jurnal Riset Komunikasi 1, no. 2 (August 31, 2018): 264–75. http://dx.doi.org/10.24329/jurkom.v1i2.39.

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The relationship of a family is highly influenced by the role of the husband and wife, as a parent their views and their way of educating their kids will lead to the well-being of the family. This research aims to determine the importance of communicating is in a family and how it could mold the child to a non-harmonious family and disharmony communication in the family on the developing o children personality deviant. The method used in this research is a qualitative method of data collection techniques with in-depth interviews on three sources and data analysis techniques in this research used the Huberman. Data analysis was conducted qualitatively and studied using interpersonal communication theory from Alvonco, J. The result of this research is, that interpersonal communication between children and parents is needed in the family, poor communication within the family can cause divisions among family members and make members close to communicate with each other so that the needs of a child in the family is not harmonious unfulfilled so children are very easy to fall into the negatives and have a deviant person in the community.
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Astuti, Denny. "KETERLIBATAN PENGASUHAN AYAH SEBAGAI ORANG TUA TUNGGAL DENGAN ANAK PEREMPUANNYA SETELAH TERJADINYA PERCERAIAN (STUDI KASUS KOMUNIKASI ANTARPRIBADI DI DESA KWANGSAN, KECAMATAN JUMAPOLO)." Komuniti: Jurnal Komunikasi dan Teknologi Informasi 8, no. 1 (January 3, 2017): 19. http://dx.doi.org/10.23917/komuniti.v8i1.2930.

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Being a single parent is not easy especially for father, and caring for his girls are still under age of 12 years old. Beside for suffice the needs of the family of an themselves a father is a single parent should parenting is independent. The purpose of the research to describe how to engagement parenting father as a single parent to his daughter after the occurance of divorce. This research using descriptive qualitative method with the approach of communication interpersonal. The object of this research consist of three father became a single parent because of the background of divorce in Jumapolo subdistrict. The technique of collecting data using semi-structured interview. The method of analysing data usingdescriptive analysing. The result of this research suggests that: (1) the communication interpersonal conducted father as a single parent to this child to give understanding of the family is not explained about divorce but give understanding of the work of this mother, (2) engagement parenting conducted in independent and not involved to the other, (3) the responsibility of father when leaving the girls with entrusting to this family, (4) accessibility is a single parent, father always give time to accompany for playing and activities his child everyday. It can be concluded that the involvement parenting father as a single parent to his daughter is directly in all fulfillment needs.
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Sevkusic-Mandic, Slavica, and Nikoleta Milosevic. "Does a successful teacher educate like a good parent." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 188–203. http://dx.doi.org/10.2298/zipi0436188s.

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Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children?s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child?s opinions, are highly expectant of child?s responsible and mature behavior and care about his physical and emotional well-being. However, there is relatively lesser empirical evidence of teacher contributions to child successful adaptation to school conditions. The findings of more recent studies on the problem indicate that adaptation of younger age children significantly correlates with the quality of relations established with teacher, characterized by warmness, conflict absence and frank communication. The possibility of solving the problems children encounter is found in cooperation of school and family. A child generalizes his experience of family interpersonal relations onto relations he will find himself in throughout his life. In addition to family, the classes where cooperative relations intensively develop are a favorable base for socio-emotional development. Democratic and cooperative climate contribute to stronger ties between students. Joint activities of teachers, parents and peers, in and out of the class, are of crucial importance for student optimal socio-emotional development.
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Dissertations / Theses on the topic "Interpersonal communication. Parent and teenager. Communication in the family"

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Houston, Jack Randall. "The development and implementation of a plan for improving parent/teen communication skills." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Klippenstein, Rick. "Perceived parenting style and the topics adolescents avoid." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Fine, Gregory M. "Improving parent/teenager relationships through the development of communication skills." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Sprague, Rhonda Jean. "Advice-seeking decisions in parent-child interactions /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Allen, Evette L. "Family Sex Talk: Analyzing the Influence of Family Communication Patterns on Parent and Late Adolescent's Sex Conversations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30431/.

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Family communication has the potential to affect a variety of youth behavioral outcomes including adolescent sexual risk behavior. Within chapter 1, I present past literature on adolescent sexual risk behaviors, family communication patterns, and the gaps associated with those areas. In chapter 2, I review previous literature on adolescent sexual risk behavior, parent-child communication and family communication patterns. In chapter 3, I present the method which includes a description of the participants, procedures, measures, and data analysis used. In Chapter 4, I present the results of the study. According to the results of the study, father-child communication is not a better predictor of adolescent sexual risk behavior. A higher quantity of parent-child communication does not lead to less adolescent sexual risk behavior. Participants with a pluralistic family type do significantly differ from laissez-faire and protective family types in regards to levels of parent-child communication. Participants with a consensual family type do have significantly higher levels of parent-child communication in comparison to laissez-faire family types, but not protective family types. Finally, in chapter 5, I present the discussion with a review of previous research (consistent or inconsistent with the current findings), limitations and conclusions for the current study.
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Smith, Tessa L. "Conformity Orientation, the Interpersonal Communication Control Motive, and Parent-child Dynamics." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1209417959.

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Noble, Patrick Sean. "The Effects of a Social Skills Training Program on Interpersonal Communications in Parent Adolescent Dyads." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2504.

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The purpose of this thesis was two fold. First, there was an experiment in which the independent variable was the behavioral skill levels of parents and their adolescents on a social skills training program and the dependent variable was the parent and adolescent perceptions of their interpersonal relationship regarding communication and problem solving. Second, there was an experiment comparing instructional styles wherein the independent variable was the length of time used to present the social skills training program and the dependent variable was the resulting scores on the behavioral measures of the program. A modified pretest -post-test control group design was used wherein the control group for the first experiment became a portion of the experimental group for the second experiment. There were 43 parent adolescent dyads who volunteered to participate. Of those, 25 of the dyads met the minimum criteria for being included in the analysis. There were 18 dyads analyzed from the experimental group and seven from the control group. Results of the first experiment, regarding the effects of a social skills program on perceived interpersonal relationships, demonstrated that while the parents did perceive an improvement , the adolescents did not. Results of the second experiment demonstrated that the long term program of one skill every week for eight weeks was more effective than the concentrated one week program of two skills per night for four nights.
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Huhman, Marian. "How teens who are at risk for suicide and who have conflict with parents characterize their parents' communicative behavior /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/6209.

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Lund, Diane S. "Adolescent and parental perceptions of adolescent self-disclosure communication and relational satisfaction." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3666.

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As children approach adolescence, their communication relation&hip with their mothers and fathers undergoes significant transformation. Research has hitherto been conducted on family communication as an isolated variable. This study analyzed adolescent and parental perceptions of adolescent self-disclosure and relational satisfaction by adolescents and parents.
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Mooneyham, J. Steven. "A communication workshop for selected adolescents and their parents in the Coteau Baptist Church, Houma, Louisiana." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Books on the topic "Interpersonal communication. Parent and teenager. Communication in the family"

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Hilary, Frankel, ed. Breaking the code: Two teens reveal the secrets to better parent-child communication. New York: New American Library, 2005.

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Chapman, Gary D. The five love languages of teenagers: Parent study guide. Nashville TN: Lifeway Press, 2003.

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author, Bishop Vincent, ed. Your friends and your family. New York, NY: Rosen Publishing Group, Inc., 2016.

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The five love languages of teenagers. Chicago: Northfield Pub., 2000.

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The five love languages of teenagers. Chicago: Northfield Pub., 2010.

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Chapman, Gary D. The five love languages of teenagers. Chicago: Northfield Pub., 2010.

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Bishop, Vincent. You, your friends, and your family. New York, N.Y: Rosen Central, 2001.

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C, Atkins Steven, ed. "Because I said so!": Family squabbles & how to handle them. Norwich, VT: Nomad Press, 2003.

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Allred, G. Hugh. Teenager: A survival guide for mom and dad. Salt Lake City, Utah: Bookcraft, 1986.

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Berkenkamp, Lauri. "Because I Said So!". Chicago: Nomad Press, 2009.

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Book chapters on the topic "Interpersonal communication. Parent and teenager. Communication in the family"

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Dietz, Laura J. "Session 5: Formulating the Problem Area." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 141–48. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0009.

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Chapter 9 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents concludes the initial phase of family-based interpersonal therapy (FB-IPT). In this fifth session, the therapist presents the formulation of the problem area; elicits feedback from the preadolescent and parent; and makes sure that the therapist, preadolescent, and parent are all working from a common understanding of the child’s depression. The therapist introduces the treatment contract and clarifies how the problem area will be addressed in the middle phase of FB-IPT. This session concludes with a discussion of new communication skills and problem-solving strategies that will be introduced to both the preadolescent and the parent in ensuing sessions.
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Dietz, Laura J. "Session 14: Reviewing Progress and Saying Goodbye." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 241–48. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0017.

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Chapter 17 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the fourteenth (and last) session of family-based interpersonal therapy (FB-IPT), in which the preadolescent reviews with the therapist the ways in which the preadolescent has implemented new communication and problem-solving skills and how these skills could help in future situations. The therapist provides the preteen with the opportunity to explore his feelings about therapy termination. Together they review the preadolescent’s early warning signs and contract with the parent to regularly check-in with child after treatment ends. The therapist acknowledges the parent’s role in treatment and gives parent an opportunity to share her own feelings about ending therapy. Lastly, the therapist expresses appreciation to the parent-child dyad for their hard work. The therapist shares with the family that they may contact her at any time in the future with questions or concerns.
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Dietz, Laura J. "Session 12: Planning for the End of FB-IPT." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 221–32. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0015.

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Chapter 15 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents introduces the termination phase of treatment, in which the therapist prepares the preadolescent and parent for the completion of family-based interpersonal psychotherapy (FB-IPT). In Session 12, the therapist continues to support the preadolescent’s practice of interpersonal skills and begins to review with the preadolescent and the parent the progress the preadolescent has made in treatment. There is continued emphasis on the link between improvement in the preadolescent’s depressive symptoms and the preadolescent’s use of communication and problem-solving skills. With both the preadolescent and the parent, the therapist begins to talk about the process of terminating this course of FB-IPT and next steps for the preadolescent, which may be ending outpatient therapy, referral to a maintenance group or individual maintenance therapy, or more intensive treatment, depending on the preadolescent’s degree of improvement and severity of residual depressive symptoms.
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Dietz, Laura J. "Developmental Adaptations for FB-IPT for Depressed Preadolescents." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 43–56. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0003.

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Chapter 3 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the basics of family-based interpersonal therapy (FB-IPT), which is a psychosocial intervention for treating depression in preadolescents (ages 7–12). Adapted from interpersonal psychotherapy for depressed adolescents (IPT-A), FB-IPT includes several developmental modifications, including systematically involving a parent weekly in treatment, presenting treatment strategies visually, teaching communication skills in age-appropriate language, and having the preteen experiment with initiating social interactions outside of sessions in order to improve her engagement intreatment and acquisition of new skills. FB-IPT identifies treatment targets for both preadolescents and parents and is easily modified to target younger children’s (ages 7–8) cognitive and verbal abilities.
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Dietz, Laura J. "Session 7: “Give to Get”." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 167–76. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0011.

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Chapter 11 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the seventh session of family-based interpersonal therapy (FB-IPT), in which the therapist builds upon the foundations established in Session 6. The therapist actively teaches new communication skills to the preadolescent and parent and begins to explore how skills may fit into scenarios where the preadolescent needs to express a different point of view, opinion, or request and wants to avoid conflict. Dyadic role-plays with the “Give to Get” Tween Tip continue to help with adoption of these skills, and home practice assignments increase uptake. Therapist Tips for introducing the concept of perspective taking to younger preteens and helping preteens accept differences in perspective are also provided.
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6

Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 6: Assertiveness, Effective Commands, and House Rules." In Supporting Caregivers of Children with ADHD, 129–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0007.

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In Module 6, parents learn about assertiveness and how to apply assertiveness skills to improve communication with others. An assertive (or authoritative) parenting style, characterized by giving effective commands and setting house rules, provides both nurturance and structure. The assertive parent follows through with healthy boundaries in a calm and effective manner. Parents also need to use assertiveness skills when they communicate with their child’s school, their partner/co-parent, and extended family members. In addition, parents’ success with self-care requires asserting their own needs (e.g., saying “no” to additional obligations), following through with needed changes, and challenging the beliefs (thoughts) about holding others accountable or asking for help. Given the large influence of social interactions on mood, assertiveness skills can have significant benefits for a parent’s overall interpersonal functioning across domains of family and work.
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Kazdin, Alan E. "Psychosocial Treatments for Conduct Disorder in Children and Adolescents." In A Guide to Treatments that Work, 71–104. Oxford University Press, 2007. http://dx.doi.org/10.1093/med:psych/9780195304145.003.0003.

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Antisocial and aggressive behavior in children (conduct disorder) is extremely difficult to treat in light of the stability of the problem, untoward long-term prognosis, and the diverse domains of dysfunction in the child, parent, and family with which the problem is associated. Significant advances have been made in treatment. Seven treatments with strong evidence in their behalf with children and adolescents are reviewed and include parent management training, multisystemic therapy, multidimensional treatment foster care, cognitive problem-solving skills training, anger control training, functional family therapy, and brief strategic family therapy. Parent management training is directed at altering parent-child interactions in the home, particularly those interactions related to child-rearing practices and coercive interchanges. Multisystemic therapy focuses on the individual, family, and extrafamilial systems and their interrelations as a way to reduce symptoms and to promote prosocial behavior. The multidimensional treatment foster care model focuses on youth who are in placement and who are to return to their parents or more permanent foster care. Behavioral treatments in the placement and in the setting to which the child is returned are part of a comprehensive effort to integrate treatment and community life. Cognitive problem-solving skills training focuses on cognitive processes that underlie social behavior and response repertoires in interpersonal situations. Also cognitively based, anger control training includes problem-solving skills training in the context of groups in the schools. The program has an additional component that includes parent management training. Functional family therapy utilizes principles of systems theory and behavior modification for altering interaction, communication patterns, and problem solving among family members. Brief strategic family therapy focuses on the structure of the family and concrete strategies that can be used to promote improved patterns of interaction. This treatment has been developed with Hispanic children and adolescents and has integrated culturally pertinent issues to engage the families. Questions remain about the long-term impact of various treatments, the persons for whom one or more of these treatments is well suited, and how to optimize therapeutic change. Even so, the extensive evidence indicates that there are several viable treatments for conduct disorder. Disseminating these to professionals and children and families remains a key challenge.
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