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Stage 3: Case Management

This is done after the completion of parents and children's assessment stage. It
involves contracting for the purpose of achieving specific goals;
participating in the completion of agreed case-management plan; and troubleshooting
resistance.

Contructing for further involvement

This is a process bywhich parents and children are invited to make a commitment and
pusrue a specific case-management plan to reach a specific goals.
in case management, goals setting is a key step and very important. For a therapy
to be effective, there is need to come up with clear, realistic and
visualised goals that are fully accepted by all family members and that are
percieved to be moderatly challaging. Therefore, patience and more time
is required at this step. For an effective goal settings, the psychologist must
collaborate and negotiate with the family members since diffrerent family
members have different priorities. in addition to that, cost and benefit of each
goals for each family members must be taken into account.

The next step in this section involves providing to parent and children clier
information about the effectiveness the psychological intervention based on the
different past experiences or studies. This includes information about the success
and failure on the psychological intervation, the nature of sesseions held
for the successful intervention and any other related information related to the
success or failure of the psychological intervention in the past.

This will lead to a clear agreement between the parents, children and psychologist
on the goals settings before discussing about how it will be achived.
The contructing session is completed when all the child's family members agree to
be involves in an episode of consulting to achieve a specific goal.

In case of second treatement, parent must give account of the failure of the past
treatement in terms of similarity and differences.
They can also be invited to give express their attitude towards the current
treatement in terms of fear and frustration.

Completing case management plans

Case management programmes include one or more of the elements:


-A family-based approach
-Psychoeducation
-Monitoring problems and exception
-Communication training
-Problem-solving training
-Providing support and couching parentsin providing support
-Coaching in using reeward system
-Coaching in behaviour control
-Coaching in tension reduction
-Coaching children in cognitive coping strategies
-Home-school liaison
-Co-ordinating multidisciplinary and school input

1. Family based treatement approach: this aim at helping family members to


communicate clearly and openly about the problem and related issues.

2. Psychoeducation: in this session, parents, children, siblings are given general


information and specific formulation of child's difficulties.
this involves explaining to the clients the child's problem in as simple terms as
possible. This is also a process where the psychologist create
hope by focusing on strengths and protective factors that the child will respond to
the treatement. It is also inportant to give the details of
the treatement programme both orally and in written form in a way that is
comprehencible to both child and parents. Psychoeducation should
allow parents and children to reach a position where they can give a clear account
of the problem and the correct way to manage it. These specific
psychoeducational techniques are used throughout the process:
a) Separating the problem from the person
b) Refraiming
c) Relebelling

3. Monitoring problem: This involves the process of training children and parents
the habit of recording the nature of the problem.
This involve recording regularly information about the problems, the sircumstance
of the occurence, and the degree to which children
and other family members complete the therapetic homework. This means all the
features of the problem occurence must be recorded including what
happened before, during and after the problem. These information should be reviewed
regularly and family members may be invited to comment
to comment on the change in problems and related events.

4. Communication training: this comes in because parents and children have


difficulties in communicating clearly with each other about how best to
manage the problem. Normaly, there is a problem of parents having difficulties
listerning to their children and children have difficulties
clearly articulating their views to their children. A second common problem is the
difficulty parent have in listerning to each other's
views about how best to manage children's problems. This maight be due to the fact
that parents and children have never learned communication
skills or their communication skills have been influenced by emotions. Therefore,
training will be appropriate for lack of communication skills and
arrangement of communication sequencies which will not be influenced by emotions.
Communication skills is normally categorised into two sequencies;
the one of listerning and the one of telling somebody something. The episode for
the communication can run for 5 - 10 minutes.

5. Problem-solving training: this is done when the psychologist realise that


perents or children need to take a more systematic approach to
resolve problem. It is also done when parents and children have difficulties
negotiating about the youngster's increasing autonomy. In shourt it is done
when youngster have problem in solving problem in any aspect of life (School,
Community, etc).

When families are trying to solve problems the first difficulty faced is
definition. Therefore, they must be trained on how to translate a big
problem into small ones for better understanging of the problem. The second one is
training them on how to solve more than one problem at a time and lastly
training clients to hold off on evaluating the pros and cons of any solution until
as many solutions as possible have been listed.

6. Providing support: this involve providing a forum where clients may confide
their views and feelings about their problem situation.
This can be done by seeing children in a group or individualy and be given a space
to talk about their problem.

7. Reward system: This involves training parent on how to reward children when they
exibit a change in their behaviour. since the goal of the
treatement is to help children learn new habits, a reward system can be introduced
by parents t encourage children continue with learnet habit.

8. Behaviour control: This involves training parents on how they control the
behaviour of children since most of them have difficulties
helping children to avoid engaging in aggressive ad destructive behaviour. This
program can be explained to parent alone or in the presence
of the children in the family session. It must be structured in a way of helping
children exercising self control skills.

9. Tension reduction: this is included in the program when the psychologist realise
that psychological arousal associated with anxiety,
anger or order emotions is a central problem. This involves training in muscles-
relaxation, breathing exercise, visualisation skills, etc.

10. Cognitive coping strategies: this involves training children and parents on how
to cope with peoblematic sutiations more effectively by
learning specific coping strategies such as distribution. the aim of this is to
avoid attending to destressing stimuli, or reinterpretation of problematic
situation in ways that are less distressing.

11. Home-school liaison: this is a process of creating a liaison with children's


school in order to monitor factors whith the school environment that can
maintain children's difficulties. This can be done by a constant meeting between
parents and child's teachers.

12. Co-ordinating multidisciplinary input: this involves putting in place a


designated key worker, a clear system for monitoring and recording the progress
of the plan; and a system where members of the professional network and the family
network regularly review their progress and deal with co-ordination
difficulties.

Troubleshooting resistance

This step is put in place when the client exibit a behaviour of non-complience or
resistance to the programme or advise given to him/her. It is emplemented
when a client seek professional advise on how to manage his/her difficulties and
often do not follow through on such advice. This can be
exibited in a way of not completing tasks between sessions, not attending sessions
or terminating the therapy process. For the client to make
progress with the resolution of the difficulties, the therapist must do the
following:
*Describe the discrepency between what clients agree to do and what they actualy
did
*Ask the different between what they followed and what they did not
*Ask what caused the failure of the task completion
*Ask if the blocks can be overcome
*Ask of the strategies to be put in place in order to overcome the block

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O��Stage 3: Case Management

This is done after the completion of parents and children's assessment stage. It
involves contracting for the purpose of achieving specific goals;
participating in the completion of agreed case-management plan; and troubleshooting
resistance.

Contructing for further involvement

This is a process bywhich parents and children are invited to make a commitment and
pusrue a specific case-management plan to reach a specific goals.
in case management, goals setting is a key step and very important. For a therapy
to be effective, there is need to come up with clear, realistic and
visualised goals that are fully accepted by all family members and that are
percieved to be moderatly challaging. Therefore, patience and more time
is required at this step. For an effective goal settings, the psychologist must
collaborate and negotiate with the family members since diffrerent family
members have different priorities. in addition to that, cost and benefit of each
goals for each family members must be taken into account.

The next step in this section involves providing to parent and children clier
information about the effectiveness the psychological intervention based on the
different past experiences or studies. This includes information about the success
and failure on the psychological intervation, the nature of sesseions held
for the successful intervention and any other related information related to the
success or failure of the psychological intervention in the past.

This will lead to a clear agreement between the parents, children and psychologist
on the goals settings before discussing about how it will be achived.
The contructing session is completed when all the child's family members agree to
be involves in an episode of consulting to achieve a specific goal.

In case of second treatement, parent must give account of the failure of the past
treatement in terms of similarity and differences.
They can also be invited to give express their attitude towards the current
treatement in terms of fear and frustration.

Completing case management plans

Case management programmes include one or more of the elements:


-A family-based approach
-Psychoeducation
-Monitoring problems and exception
-Communication training
-Problem-solving training
-Providing support and couching parentsin providing support
-Coaching in using reeward system
-Coaching in behaviour control
-Coaching in tension reduction
-Coaching children in cognitive coping strategies
-Home-school liaison
-Co-ordinating multidisciplinary and school input

1. Family based treatement approach: this aim at helping family members to


communicate clearly and openly about the problem and related issues.

2. Psychoeducation: in this session, parents, children, siblings are given general


information and specific formulation of child's difficulties.
this involves explaining to the clients the child's problem in as simple terms as
possible. This is also a process where the psychologist create
hope by focusing on strengths and protective factors that the child will respond to
the treatement. It is also inportant to give the details of
the treatement programme both orally and in written form in a way that is
comprehencible to both child and parents. Psychoeducation should
allow parents and children to reach a position where they can give a clear account
of the problem and the correct way to manage it. These specific
psychoeducational techniques are used throughout the process:
a) Separating the problem from the person
b) Refraiming
c) Relebelling

3. Monitoring problem: This involves the process of training children and parents
the habit of recording the nature of the problem.
This involve recording regularly information about the problems, the sircumstance
of the occurence, and the degree to which children
and other family members complete the therapetic homework. This means all the
features of the problem occurence must be recorded including what
happened before, during and after the problem. These information should be reviewed
regularly and family members may be invited to comment
to comment on the change in problems and related events.

4. Communication training: this comes in because parents and children have


difficulties in communicating clearly with each other about how best to
manage the problem. Normaly, there is a problem of parents having difficulties
listerning to their children and children have difficulties
clearly articulating their views to their children. A second common problem is the
difficulty parent have in listerning to each other's
views about how best to manage children's problems. This maight be due to the fact
that parents and children have never learned communication
skills or their communication skills have been influenced by emotions. Therefore,
training will be appropriate for lack of communication skills and
arrangement of communication sequencies which will not be influenced by emotions.
Communication skills is normally categorised into two sequencies;
the one of listerning and the one of telling somebody something. The episode for
the communication can run for 5 - 10 minutes.

5. Problem-solving training: this is done when the psychologist realise that


perents or children need to take a more systematic approach to
resolve problem. It is also done when parents and children have difficulties
negotiating about the youngster's increasing autonomy. In shourt it is done
when youngster have problem in solving problem in any aspect of life (School,
Community, etc).

When families are trying to solve problems the first difficulty faced is
definition. Therefore, they must be trained on how to translate a big
problem into small ones for better understanging of the problem. The second one is
training them on how to solve more than one problem at a time and lastly
training clients to hold off on evaluating the pros and cons of any solution until
as many solutions as possible have been listed.
6. Providing support: this involve providing a forum where clients may confide
their views and feelings about their problem situation.
This can be done by seeing children in a group or individualy and be given a space
to talk about their problem.

7. Reward system: This involves training parent on how to reward children when they
exibit a change in their behaviour. since the goal of the
treatement is to help children learn new habits, a reward system can be introduced
by parents t encourage children continue with learnet habit.

8. Behaviour control: This involves training parents on how they control the
behaviour of children since most of them have difficulties
helping children to avoid engaging in aggressive ad destructive behaviour. This
program can be explained to parent alone or in the presence
of the children in the family session. It must be structured in a way of helping
children exercising self control skills.

9. Tension reduction: this is included in the program when the psychologist realise
that psychological arousal associated with anxiety,
anger or order emotions is a central problem. This involves training in muscles-
relaxation, breathing exercise, visualisation skills, etc.

10. Cognitive coping strategies: this involves training children and parents on how
to cope with peoblematic sutiations more effectively by
learning specific coping strategies such as distribution. the aim of this is to
avoid attending to destressing stimuli, or reinterpretation of problematic
situation in ways that are less distressing.

11. Home-school liaison: this is a process of creating a liaison with children's


school in order to monitor factors whith the school environment that can
maintain children's difficulties. This can be done by a constant meeting between
parents and child's teachers.

12. Co-ordinating multidisciplinary input: this involves putting in place a


designated key worker, a clear system for monitoring and recording the progress
of the plan; and a system where members of the professional network and the family
network regularly review their progress and deal with co-ordination
difficulties.

Troubleshooting resistance

This step is put in place when the client exibit a behaviour of non-complience or
resistance to the programme or advise given to him/her. It is emplemented
when a client seek professional advise on how to manage his/her difficulties and
often do not follow through on such advice. This can be
exibited in a way of not completing tasks between sessions, not attending sessions
or terminating the therapy process. For the client to make
progress with the resolution of the difficulties, the therapist must do the
following:
*Describe the discrepency between what clients agree to do and what they actualy
did
*Ask the different between what they followed and what they did not
*Ask what caused the failure of the task completion
*Ask if the blocks can be overcome
*Ask of the strategies to be put in place in order to overcome the block

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�#��|���� ��R��#�0Stage 3: Case Management

This is done after the completion of parents and children's assessment stage. It
involves contracting for the purpose of achieving specific goals;
participating in the completion of agreed case-management plan; and troubleshooting
resistance.

Contructing for further involvement

This is a process bywhich parents and children are invited to make a commitment and
pusrue a specific case-management plan to reach a specific goals.
in case management, goals setting is a key step and very important. For a therapy
to be effective, there is need to come up with clear, realistic and
visualised goals that are fully accepted by all family members and that are
percieved to be moderatly challaging. Therefore, patience and more time
is required at this step. For an effective goal settings, the psychologist must
collaborate and negotiate with the family members since diffrerent family
members have different priorities. in addition to that, cost and benefit of each
goals for each family members must be taken into account.

The next step in this section involves providing to parent and children clier
information about the effectiveness the psychological intervention based on the
different past experiences or studies. This includes information about the success
and failure on the psychological intervation, the nature of sesseions held
for the successful intervention and any other related information related to the
success or failure of the psychological intervention in the past.

This will lead to a clear agreement between the parents, children and psychologist
on the goals settings before discussing about how it will be achived.
The contructing session is completed when all the child's family members agree to
be involves in an episode of consulting to achieve a specific goal.

In case of second treatement, parent must give account of the failure of the past
treatement in terms of similarity and differences.
They can also be invited to give express their attitude towards the current
treatement in terms of fear and frustration.

Completing case management plans

Case management programmes include one or more of the elements:


-A family-based approach
-Psychoeducation
-Monitoring problems and exception
-Communication training
-Problem-solving training
-Providing support and couching parentsin providing support
-Coaching in using reeward system
-Coaching in behaviour control
-Coaching in tension reduction
-Coaching children in cognitive coping strategies
-Home-school liaison
-Co-ordinating multidisciplinary and school input

1. Family based treatement approach: this aim at helping family members to


communicate clearly and openly about the problem and related issues.

2. Psychoeducation: in this session, parents, children, siblings are given general


information and specific formulation of child's difficulties.
this involves explaining to the clients the child's problem in as simple terms as
possible. This is also a process where the psychologist create
hope by focusing on strengths and protective factors that the child will respond to
the treatement. It is also inportant to give the details of
the treatement programme both orally and in written form in a way that is
comprehencible to both child and parents. Psychoeducation should
allow parents and children to reach a position where they can give a clear account
of the problem and the correct way to manage it. These specific
psychoeducational techniques are used throughout the process:
a) Separating the problem from the person
b) Refraiming
c) Relebelling

3. Monitoring problem: This involves the process of training children and parents
the habit of recording the nature of the problem.
This involve recording regularly information about the problems, the sircumstance
of the occurence, and the degree to which children
and other family members complete the therapetic homework. This means all the
features of the problem occurence must be recorded including what
happened before, during and after the problemStage 3: Case Management

This is done after the completion of parents and children's assessment stage. It
involves contracting for the purpose of achieving specific goals;
participating in the completion of agreed case-management plan; and troubleshooting
resistance.

Contructing for further involvement

This is a process bywhich parents and children are invited to make a commitment and
pusrue a specific case-management plan to reach a specific goals.
in case management, goals setting is a key step and very important. For a therapy
to be effective, there is need to come up with clear, realistic and
visualised goals that are fully accepted by all family members and that are
percieved to be moderatly challaging. Therefore, patience and more time
is required at this step. For an effective goal settings, the psychologist must
collaborate and negotiate with the family members since diffrerent family
members have different priorities. in addition to that, cost and benefit of each
goals for each family members must be taken into account.

The next step in this section involves providing to parent and children clier
information about the effectiveness the psychological intervention based on the
different past experiences or studies. This includes information about the success
and failure on the psychological intervation, the nature of sesseions held
for the successful intervention and any other related information related to the
success or failure of the psychological intervention in the past.

This will lead to a clear agreement between the parents, children and psychologist
on the goals settings before discussing about how it will be achived.
The contructing session is completed when all the child's family members agree to
be involves in an episode of consulting to achieve a specific goal.

In case of second treatement, parent must give account of the failure of the past
treatement in terms of similarity and differences.
They can also be invited to give express their attitude towards the current
treatement in terms of fear and frustration.

Completing case management plans

Case management programmes include one or more of the elements:


-A family-based approach
-Psychoeducation
-Monitoring problems and exception
-Communication training
-Problem-solving training
-Providing support and couching parentsin providing support
-Coaching in using reeward system
-Coaching in behaviour control
-Coaching in tension reduction
-Coaching children in cognitive coping strategies
-Home-school liaison
-Co-ordinating multidisciplinary and school input

1. Family based treatement approach: this aim at helping family members to


communicate clearly and openly about the problem and related issues.

2. Psychoeducation: in this session, parents, children, siblings are given general


information and specific formulation of child's difficulties.
this involves explaining to the clients the child's problem in as simple terms as
possible. This is also a process where the psychologist create
hope by focusing on strengths and protective factors that the child will respond to
the treatement. It is also inportant to give the details of
the treatement programme both orally and in written form in a way that is
comprehencible to both child and parents. Psychoeducation should
allow parents and children to reach a position where they can give a clear account
of the problem and the correct way to manage it. These specific
psychoeducational techniques are used throughout the process:
a) Separating the problem from the person
b) Refraiming
c) Relebelling

3. Monitoring problem: This involves the process of training children and parents
the habit of recording the nature of the problem.
This involve recording regularly information about the problems, the sircumstance
of the occurence, and the degree to which children
and other family members complete the therapetic homework. This means all the
features of the problem occurence must be recorded including what
happened before, during and after the problem. These information should be reviewed
regularly and family members may be invited to comment
to comment on the change in problems and related events.

4. Communication training: this comes in because parents and children have


difficulties in communicating clearly with each other about how best to
manage the problem. Normaly, there is a problem of parents having difficulties
listerning to their children and children have difficulties
clearly articulating their views to their children. A second common problem is the
difficulty parent have in listerning to each other's
views about how best to manage children's problems. This maight be due to the fact
that parents and children have never learned communication
skills or their communication skills have been influenced by emotions. Therefore,
training will be appropriate for lack of communication skills and
arrangement of communication sequencies which will not be influenced by emotions.
Communication skills is normally categorised into two sequencies;
the one of listerning and the one of telling somebody something. The episode for
the communication can run for 5 - 10 minutes.

5. Problem-solving training: this is done when the psychologist realise that


perents or children need to take a more systematic approach to
resolve problem. It is also done when parents and children have difficulties
negotiating about the youngster's increasing autonomy. In shourt it is done
when youngster have problem in solving problem in any aspect of life (School,
Community, etc).

When families are trying to solve problems the first difficulty faced is
definition. Therefore, they must be trained on how to translate a big
problem into small ones for better understanging of the problem. The second one is
training them on how to solve more than one problem at a time and lastly
training clients to hold off on evaluating the pros and cons of any solution until
as many solutions as possible have been listed.

6. Providing support: this involve providing a forum where clients may confide
their views and feelings about their problem situation.
This can be done by seeing children in a group or individualy and be given a space
to talk about their problem.

7. Reward system: This involves training parent on how to reward children when they
exibit a change in their behaviour. since the goal of the
treatement is to help children learn new habits, a reward system can be introduced
by parents t encourage children continue with learnet habit.

8. Behaviour control: This involves training parents on how they control the
behaviour of children since most of them have difficulties
helping children to avoid engaging in aggressive ad destructive behaviour. This
program can be explained to parent alone or in the presence
of the children in the family session. It must be structured in a way of helping
children exercising self control skills.

9. Tension reduction: this is included in the program when the psychologist realise
that psychological arousal associated with anxiety,
anger or order emotions is a central problem. This involves training in muscles-
relaxation, breathing exercise, visualisation skills, etc.

10. Cognitive coping strategies: this involves training children and parents on how
to cope with peoblematic sutiations more effectively by
learning specific coping strategies such as distribution. the aim of this is to
avoid attending to destressing stimuli, or reinterpretation of problematic
situation in ways that are less distressing.

11. Home-school liaison: this is a process of creating a liaison with children's


school in order to monitor factors whith the school environment that can
maintain children's difficulties. This can be done by a constant meeting between
parents and child's teachers.

12. Co-ordinating multidisciplinary input: this involves putting in place a


designated key worker, a clear system for monitoring and recording the progress
of the plan; and a system where members of the professional network and the family
network regularly review their progress and deal with co-ordination
difficulties.

Troubleshooting resistance

This step is put in place when the client exibit a behaviour of non-complience or
resistance to the programme or advise given to him/her. It is emplemented
when a client seek professional advise on how to manage his/her difficulties and
often do not follow through on such advice. This can be
exibited in a way of not completing tasks between sessions, not attending sessions
or terminating the therapy process. For the client to make
progress with the resolution of the difficulties, the therapist must do the
following:
*Describe the discrepency between what clients agree to do and what they actualy
did
*Ask the different between what they followed and what they did not
*Ask what caused the failure of the task completion
*Ask if the blocks can be overcome
*Ask of the strategies to be put in place in order to overcome the block

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