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Attachment theory, based on the work of John Bowlby, has taken the therapy world by storm over the past ten years. However, except for the innovative work of Sue Johnson, attachment theory has not been incorporated into family therapy theory or technique in any significant manner that is known to the average family therapist. In this presentation, my goal is to introduce the work of two major attachment models- Multi-Dimensional Family Therapy (MDFT) and Attachment Based Family Therapy (ABFT). I have found these models quite helpful in our work with very challenging low income, multistressed families. Multi-Dimensional Family Therapy is based on the work of Howard Liddle. It is one of the most respected empirically validated treatment models for the family based treatment of substance abusing and delinquent youth. In this presentation, I will introduce the tenets of MDFT, some useful techniques and also discuss the work that the Family Institute of Richmond is doing with our Intensive, Home Based Family Therapy Program for teens at risk of probation in Contra Costa County. Attachment Based Family Therapy is based on the work of Guy Diamond. It was developed for the treatment of depressed and anxious children and teens. Family therapy has not generally offered therapy models for this population. In this presentation, I will introduce the major idea of ABFT and discuss how we have been using the ideas in our community, outpatient clinic at the Family Institute of Pinole. This program will be very focused on a presentation of the techniques that I believe have been most helpful in our work. I hope that it proves to be a program that will enable you to utilize these techniques and approaches in your practice. Bart Rubin, Ph.D., is the Founder and Executive Director of The Family Institute of Pinole and the Family Institute of Richmond. He has recently opened up the Trauma Center for Family and Community Violence in Richmond, CA. He has been involved in the teaching and training of family/child therapists for the past twenty years. Currently, he is Adjunct Professor at Alliant International University-San Francisco where he teaches courses in Family Therapy, Child/Adolescent Therapy, Supervision, Intercultural Awareness and Substance Abuse. He is also Past President of the Association of Family Therapists of Northern California, the oldest family therapy association in the U.S. Dr. Rubin is one of the founding faculty of the Postgraduate Family Therapy Training Program in Berkeley. Dr. Rubin received his Ph.D. in Psychology from the Wright Institute in 1987. He did pre and post doctoral work at Pacific Presbyterian Medical Center, Children's Hospital, San Francisco and the Mental Research Institute. His areas of specialty include family/couples therapy, supervision, training, ADHD, juvenile delinquency, substance abuse, trauma and child abuse.

Working with Adolescents, Second Edition: A Guide for Practitioners

This article is from BMJ Open , volume 4 . Abstract Objectives: This study aimed to (1) evaluate the effectiveness of implementing transition programmes in improving the quality of chronic care delivery and (2) identify the predictive role of (changes in) team climate on the quality of chronic care delivery over time. Settings: This longitudinal study was undertaken with professionals working in hospitals and rehabilitation units that participated in the transition programme ‘On Your Own Feet Ahead!’ in the Netherlands. Participantss: A total of 145/180 respondents (80.6%) filled in the questionnaire at the beginning of the programme (T1), and 101/173 respondents (58.4%) did so 1 year later at the end of the programme (T2). A total of 90 (52%) respondents filled in the questionnaire at both time points. Two-tailed, paired t tests were used to investigate improvements over time and multilevel analyses to investigate the predictive role of (changes in) team climate on the quality of chronic care delivery. Interventions: Transition programme. Primary outcome measures: Quality of chronic care delivery measured with the Assessment of Chronic Illness Care Short version (ACIC-S). Results: The overall ACIC-S score at T1 was 5.90, indicating basic or intermediate support for chronic care delivery. The mean ACIC-S score at T2 significantly improved to 6.70, indicating advanced support for chronic care. After adjusting for the quality of chronic care delivery at T1 and significant respondents’ characteristics, multilevel regression analyses showed that team climate at T1 (p

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

A project was undertaken to identify the training and resources family support workers need to strengthen the programs they provide for young adolescents and their families. Results were designed to help shape the development of training and resource materials for family support workers nationwide. Potential survey respondents were on the Family Resource Coalition mailing list. Responses from 659 program directors or other administrators and staff represented a 10% response rate from the original mailing list. More than half the programs identified themselves as urban, but 32% were rural. Nearly half were locally oriented, and nearly half served multiple communities. The majority of surveyed workers said that they needed to do more to meet the needs of young adolescents and their families, especially in the areas of personal growth counseling, mentoring, and community service opportunities. Responses also indicated that a significant minority of these workers, from 30 to 50%, misunderstand critical aspects of young adolescent development. Nearly all respondents believed that training and resources in various content areas would be useful, and most were willing to attend brief training sessions. The other kind of key assistance, beyond training, that these workers wanted was help networking with others. (Contains 22 tables and 10 references.) (SLD)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This final report describes activities and accomplishments of the Regional Consulting Center for Early Adolescents with Attention Deficit Disorders, a personnel training project for teachers and related services personnel working with students with attention deficit disorders (ADD) in the 5th through 9th grades. The program emphasized collaborative consultation among students and teachers, teachers and consultants, and school personnel and parents. The Center provided three levels of service. At Level 1, a series of 2-day inservice programs were repeated three times per year. At Level 2, on-site consultative services to referring districts within a 50-mile radius of Lehigh University (Pennsylvania) were offered. Level 3 services involved regional, statewide, and national dissemination of the model, follow-up consultation with participating school districts, and provision of advanced training, including week-long summer institutes. A total of 57 school districts participated. Consultation and intervention services were provided to a total of 761 students. The project had direct contact with 2,436 school-based personnel, including 492 parents. Follow-up data three months after consultation services from 43 districts showed that 71 percent were using the recommended intervention three months later. Individual sections of the report describe the program's objectives, results, and recommendations. Appended is the evaluation report for the second year of the project. (DB)

This article is from Journal of Neurodevelopmental Disorders , volume 5 . Abstract Working memory is a temporary storage system under attentional control. It is believed to play a central role in online processing of complex cognitive information and may also play a role in social cognition and interpersonal interactions. Adolescents with a disorder on the autism spectrum display problems in precisely these domains. Social impairments, communication difficulties, and repetitive interests and activities are core domains of autism spectrum disorders (ASD), and executive function problems are often seen throughout the spectrum. As the main cognitive theories of ASD, including the theory of mind deficit hypotheses, weak central coherence account, and the executive dysfunction theory, still fail to explain the broad spectrum of symptoms, a new perspective on the etiology of ASD is needed. Deficits in working memory are central to many theories of psychopathology, and are generally linked to frontal-lobe dysfunction. This article will review neuropsychological and (functional) brain imaging studies on working memory in adolescents with ASD. Although still disputed, it is concluded that within the working memory system specific problems of spatial working memory are often seen in adolescents with ASD. These problems increase when information is more complex and greater demands on working memory are made. Neuroimaging studies indicate a more global working memory processing or connectivity deficiency, rather than a focused deficit in the prefrontal cortex. More research is needed to relate these working memory difficulties and neuroimaging results in ASD to the behavioral difficulties as seen in individuals with a disorder on the autism spectrum.

Attachment and trauma are concepts that are readily recognizable and close to our everyday experiences. Yet, concepts used in research often have a more technical meaning that is not in line with ordinary language. This may interfere with an effective dialogue between different scientific and clinical communities, and prevent them from learning from each other, making use of their respective strengths, and effective collaboration. This study aims to contribute to overcoming these challenges by investigating 1) how Dutch professionals working with children, adolescents, and parents understand the concepts of attachment and trauma, 2) how they apply concepts and knowledge related to attachment and trauma in their work and 3) to find out what their needs are in terms of knowledge, training, skills with regard to assessment of attachment and trauma.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

An online international survey of the perceptions and learning needs of health professionals working with children and adolescents experiencing chronic pain.

Latina students face many challenges that can lead to school dropout. Although school counselors have the skills and training to provide counseling and guidance to students at-risk for dropping out of school, they are often placed in positions where their role is primarily administrative. This paper describes an online support group developed by two rural school districts and a university counseling program in order to address the needs of Latina students. (Contains 2 footnotes.)

Latina students face many challenges that can lead to school dropout. Although school counselors have the skills and training to provide counseling and guidance to students at-risk for dropping out of school, they are often placed in positions where their role is primarily administrative. This paper describes an online support group developed by two rural school districts and a university counseling program in order to address the needs of Latina students. (Contains 2 footnotes.)

This document provides guidelines for clinicians working with gifted, suicidal adolescents. It addresses: (1) the need to set limits in the early sessions of psychotherapy; (2) the necessity of maintaining a presence by making personal sacrifices through being accessible, talking on the phone, scheduling extra sessions and, in extreme cases, visiting the adolescents in the community; (3) enforcing therapeutic limits by using an active crisis intervention model that protects the adolescent from harm; (4) working with families in an outpatient setting to help parents protect their children from self-harm; (5) informing the youth that there will be disclosure to third parties when there is a threat of personal harm or violence; (6) maintaining therapeutic perspective when attempting to stabilize self-annihilative behavior; (7) instilling hope in the future and decreasing chances of future suicidal acts; (8) dealing with death of an adolescent; (9) helping an adolescent reclaim his or her life by regaining self-respect; and (10) terminating the treatment relationship. (Contains 41 references.) (CR)

This document provides guidelines for clinicians working with gifted, suicidal adolescents. It addresses: (1) the need to set limits in the early sessions of psychotherapy; (2) the necessity of maintaining a presence by making personal sacrifices through being accessible, talking on the phone, scheduling extra sessions and, in extreme cases, visiting the adolescents in the community; (3) enforcing therapeutic limits by using an active crisis intervention model that protects the adolescent from harm; (4) working with families in an outpatient setting to help parents protect their children from self-harm; (5) informing the youth that there will be disclosure to third parties when there is a threat of personal harm or violence; (6) maintaining therapeutic perspective when attempting to stabilize self-annihilative behavior; (7) instilling hope in the future and decreasing chances of future suicidal acts; (8) dealing with death of an adolescent; (9) helping an adolescent reclaim his or her life by regaining self-respect; and (10) terminating the treatment relationship. (Contains 41 references.) (CR)

Findings from the National Household Survey on Drug Abuse (NHSDA) show a substantial decrease in alcohol use by youth during the past decade. Yet despite these trends, an estimated 1 in 5 teenagers were current alcohol drinkers and 1 in 13 were binge alcohol drinkers. This report provides data showing the relationship between emotional state, health, and behaviors of adolescents who use alcohol. Data from the 1994, 1995, and 1996 NHSDA surveys were used for this study, comprised of 17,821 respondents between the ages of 12 and 17. The data showed that there is a strong positive relationship between many reported problem behaviors and alcohol use among youths. Some of the relationships may have been due to confounding factors such as age; gender; race/ethnicity; family structure; income; mobility; and marijuana use in the past month. Even after controlling for these variables, there was a relationship between past month alcohol use and emotional and behavioral problems. It is not possible to determine whether the observed associations between alcohol use and behaviors can be explained by some other related behavioral or environmental factor. Other longitudinal studies are needed to determine if symptoms and behaviors preceded the alcohol use. (Contains 14 tables and 24 references.) (JDM)

Transgender children, adolescents, and their families are an underserved, and often unrecognized segment of our population. Because of societyâs lack of awareness of a simple, yet complex part of human identity â gender â transgender children and adolescents are deeply misunderstood. This lack of understanding feeds family and societal rejection and stigmatization, which often leads to sexual and physical violence directed towards transgender children. The shame and rejection felt by these children in turn may lead to self-harming behaviors, increased drug use, homelessness, HIV/AIDS infection, depression, and suicide. As more information begins to surface in the popular media, professionals are beginning to pay attention to this minority group, and many families are beginning to seek the help of family therapists. This workshop will help clinicians take a step toward meeting this need and begin to develop a transaffirmative practice with gender-variant children, adolescents, and their families. We will briefly explore the development of gender identity in children and adolescents, the developmental phases of gender variant and transgender children, and the terminology used to describe gender-variance. Because families may approach family therapists to assess their child for gender identity disorder, we will also briefly discuss DSM diagnosis and the assessment of gender identity and expression, what treatments are available, how these treatments can help, and assessing a child's need to socially or medically transition. The primary focus of this workshop will be understanding one's own bias, the identification and understanding of the specific needs of gender variant children, parental stages of understanding and acceptance, meeting the needs of the family, and how to advocate for your clients in a transphobic climate. At the conclusion of this workshop, attendees will understand the difference between, sex, sexual orientation, gender identity, and gender expression. They will know the current treatments available for transgender children and adolescents. They will understand the key areas that challenge families with transgender or gender-variant children and several ways a family therapist can help address the needs of these children, adolescents, and their parents or caregivers. Shawn V. Giammattei, PhD is a licensed clinical psychologist and gender specialist in private practice in San Francisco & Santa Rosa, CA with a focus on systemic and LGBT affirmative work with individuals, couples, and families. He is currently the Coordinator of Training and an affiliated researcher at the Rockway Institute: A national center for LGBT psychology research, education and public policy; the President Elect of the Association of Family Therapists of Northern California and an active member of AFTA & the World Professional Association for Transgender Health. Dr. Giammattei is also a clinical professor at both Argosy and Alliant International University where he teaches courses in LGBT psychology and couples & family therapy. Recently, he helped develop a new Certificate Program in LGBTI Mental Health at Alliant International University, which offered him the opportunity to create and teach the first, and possibly only graduate level, semester long course in Transgender Mental Health.

Transgender children, adolescents, and their families are an underserved, and often unrecognized segment of our population. Because of societyâs lack of awareness of a simple, yet complex part of human identity â gender â transgender children and adolescents are deeply misunderstood. This lack of understanding feeds family and societal rejection and stigmatization, which often leads to sexual and physical violence directed towards transgender children. The shame and rejection felt by these children in turn may lead to self-harming behaviors, increased drug use, homelessness, HIV/AIDS infection, depression, and suicide. As more information begins to surface in the popular media, professionals are beginning to pay attention to this minority group, and many families are beginning to seek the help of family therapists. This workshop will help clinicians take a step toward meeting this need and begin to develop a transaffirmative practice with gender-variant children, adolescents, and their families. We will briefly explore the development of gender identity in children and adolescents, the developmental phases of gender variant and transgender children, and the terminology used to describe gender-variance. Because families may approach family therapists to assess their child for gender identity disorder, we will also briefly discuss DSM diagnosis and the assessment of gender identity and expression, what treatments are available, how these treatments can help, and assessing a child's need to socially or medically transition. The primary focus of this workshop will be understanding one's own bias, the identification and understanding of the specific needs of gender variant children, parental stages of understanding and acceptance, meeting the needs of the family, and how to advocate for your clients in a transphobic climate. At the conclusion of this workshop, attendees will understand the difference between, sex, sexual orientation, gender identity, and gender expression. They will know the current treatments available for transgender children and adolescents. They will understand the key areas that challenge families with transgender or gender-variant children and several ways a family therapist can help address the needs of these children, adolescents, and their parents or caregivers. Shawn V. Giammattei, PhD is a licensed clinical psychologist and gender specialist in private practice in San Francisco & Santa Rosa, CA with a focus on systemic and LGBT affirmative work with individuals, couples, and families. He is currently the Coordinator of Training and an affiliated researcher at the Rockway Institute: A national center for LGBT psychology research, education and public policy; the President Elect of the Association of Family Therapists of Northern California and an active member of AFTA & the World Professional Association for Transgender Health. Dr. Giammattei is also a clinical professor at both Argosy and Alliant International University where he teaches courses in LGBT psychology and couples & family therapy. Recently, he helped develop a new Certificate Program in LGBTI Mental Health at Alliant International University, which offered him the opportunity to create and teach the first, and possibly only graduate level, semester long course in Transgender Mental Health.

Transgender children, adolescents, and their families are an underserved, and often unrecognized segment of our population. Because of societyâs lack of awareness of a simple, yet complex part of human identity â gender â transgender children and adolescents are deeply misunderstood. This lack of understanding feeds family and societal rejection and stigmatization, which often leads to sexual and physical violence directed towards transgender children. The shame and rejection felt by these children in turn may lead to self-harming behaviors, increased drug use, homelessness, HIV/AIDS infection, depression, and suicide. As more information begins to surface in the popular media, professionals are beginning to pay attention to this minority group, and many families are beginning to seek the help of family therapists. This workshop will help clinicians take a step toward meeting this need and begin to develop a transaffirmative practice with gender-variant children, adolescents, and their families. We will briefly explore the development of gender identity in children and adolescents, the developmental phases of gender variant and transgender children, and the terminology used to describe gender-variance. Because families may approach family therapists to assess their child for gender identity disorder, we will also briefly discuss DSM diagnosis and the assessment of gender identity and expression, what treatments are available, how these treatments can help, and assessing a child's need to socially or medically transition. The primary focus of this workshop will be understanding one's own bias, the identification and understanding of the specific needs of gender variant children, parental stages of understanding and acceptance, meeting the needs of the family, and how to advocate for your clients in a transphobic climate. At the conclusion of this workshop, attendees will understand the difference between, sex, sexual orientation, gender identity, and gender expression. They will know the current treatments available for transgender children and adolescents. They will understand the key areas that challenge families with transgender or gender-variant children and several ways a family therapist can help address the needs of these children, adolescents, and their parents or caregivers. Shawn V. Giammattei, PhD is a licensed clinical psychologist and gender specialist in private practice in San Francisco & Santa Rosa, CA with a focus on systemic and LGBT affirmative work with individuals, couples, and families. He is currently the Coordinator of Training and an affiliated researcher at the Rockway Institute: A national center for LGBT psychology research, education and public policy; the President Elect of the Association of Family Therapists of Northern California and an active member of AFTA & the World Professional Association for Transgender Health. Dr. Giammattei is also a clinical professor at both Argosy and Alliant International University where he teaches courses in LGBT psychology and couples & family therapy. Recently, he helped develop a new Certificate Program in LGBTI Mental Health at Alliant International University, which offered him the opportunity to create and teach the first, and possibly only graduate level, semester long course in Transgender Mental Health.

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This ethnographic reflection foregrounds the efforts a K-12 English-medium (EM) school in Kolkata is making to pull EM schooling more fully into India's multilingual ethos. By focusing on the special needs of a small group of struggling working-class girls, the successes of the majority of working-class students at this school become more visible. Through a description of the activities emerging from an experimental "remedial" classroom, I imagine a curriculum designed especially for first-generation English learners. Although such adaptations would be more complicated to implement officially, my intent is to highlight the potential EM schooling has to better address the needs of a country whose majority is still chronically undereducated. For English to become truly Indian, students of all types need to be freer to use it creatively. As a guest teacher from the U.S.A., I recount some tentative moves in this direction, made possible by the special environment at this school. (Contains 2 notes.)

This ethnographic reflection foregrounds the efforts a K-12 English-medium (EM) school in Kolkata is making to pull EM schooling more fully into India's multilingual ethos. By focusing on the special needs of a small group of struggling working-class girls, the successes of the majority of working-class students at this school become more visible. Through a description of the activities emerging from an experimental "remedial" classroom, I imagine a curriculum designed especially for first-generation English learners. Although such adaptations would be more complicated to implement officially, my intent is to highlight the potential EM schooling has to better address the needs of a country whose majority is still chronically undereducated. For English to become truly Indian, students of all types need to be freer to use it creatively. As a guest teacher from the U.S.A., I recount some tentative moves in this direction, made possible by the special environment at this school. (Contains 2 notes.)

This paper describes services provided to students with language disorders (grades K-12) in the Catholic Diocese of Parramatta (New South Wales, Australia). The Communication Program has provided itinerant services of communication specialists (speech pathologists and itinerant teachers) to more than 1,100 students with language disorders. Individual sections of the report discuss: the need for school-based communication services, the service delivery model used in the program (eligibility standards, assessment, the team approach, and the trend towards a consultative and collaborative model), the special issues and challenges of working with adolescents who have language disorders, and future directions including removal of the word "Disorder" from the program's original title. Contains 54 references. (DB)

In 1993, the Queensland, Australia, Board of Teacher Registration established a working party to consider the preparation of teachers for working with young adolescents. This report from the working party summarizes the educational needs of young Australian adolescents, the preparation of teachers for working with these students, and the possible need for new programs to prepare these teachers. Part 1 of the report, "Introduction," discusses the developmental and educational needs of early adolescents. Part 2, "The Project: History and Process," summarizes a previous Issues Paper highlighting the special needs of early adolescents, the social context of adolescence in Queensland, the need for innovative educational approaches to enhance learning outcomes, and implications for teacher education; discusses reactions to the Issues Paper; and describes a conference for key representatives of relevant stakeholder groups to develop recommendations concerning preservice and inservice teacher education. Part 3, "Outcomes," presents the vision emerging from the conference and its implications for schools, curriculum, and systems. Part 4, "Recommendations for Teacher Education," outlines recommendations for preservice and inservice programs for teachers of young adolescents. It is recommended that preservice programs be developed to prepare prospective teachers to work with young adolescents and that all preservice programs for primary, secondary, and special school teachers incorporate study of early adolescence. Specific inservice education should be provided for current teachers working with or interested in working with young adolescents, and cooperative professional development opportunities and research and support networks should be available. (Appendices include names of participants in the working party and in a subsequent conference. Contains 11 references.) (KDFB)

The article deals with the attitudes of German scientists towards the levels and identification methods of pedagogical neglect. The experience of German scientists in self-development and skills' development of academic staff to conduct relationship with pedagogically neglected adolescents was studied for the first time. The aim of the study is to present the expertise in working with pedagogically neglected adolescents at some German universities. There were provided examples of various methodologies in working with pedagogically neglected adolescents at various German universities. Recommendations for teachers and practitioners on working with pedagogically neglected adolescents were described. The article analyzes the experience and basic conditions of work with pedagogically neglected adolescents. The study used mainly theoretical and empirical methods: analysis, gathering facts and studying. This study allows asserting critical thinking formation in future teachers, as well as enriching experience on the work with pedagogically neglected students, as important aspects.

Nonsuicidal self-injury (NSSI) has evolved into a serious issue for adolescents, and is encountered in school systems across the United States. The ability of school counselors and other professionals working in the school environment to understand and assist students who exhibit signs of NSSI is critically important. Research remains minimal on the subject and it is unclear whether or not schools across the country have proper protocols in place for working with students who exhibit signs of NSSI. School professionals should be familiar with NSSI, how to identify NSSI behaviors in students, and proper protocols for working with students who exhibit signs of NSSI.