Introduction to Manualized Interventions

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Introduction to Manualized Interventions
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• FRIENDS for Life
• Skillstreaming
• Defiant Children/Teens
• Cognitive Behavioral Intervention for Trauma in
  Schools (CBITS)

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FRIENDS for Life (Paula Barrett)

• Group-administered cognitive-behavioral treatment
  for depression and anxiety symptoms for children
  ages 7-11 (FRIENDS for Children) or adolescents
  age 12-16 (FRIENDS for Youth).
• 10 sessions between 45-60 minutes in length,
  administered on a weekly basis, with two
  follow-up booster sessions and four optional
  parent sessions.
• Groups should be comprised of 12 or fewer youth.

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• FRIENDS addresses the 3 major components of
  chronic anxiety symptoms
• Mind (i.e., cognition),
• Body (i.e. physiological responses),
• Behavior (i.e., learning new coping skills)
• Two manuals are necessary to implement the
  approach the group leaders manual, a childrens
  workbook, teachers resource CD, and other
  resources
• Manuals are 49.50 each
• To sign up for training go to www.friendsinfo.net/
  TRAINING.html

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Skillstreaming (Arnold Goldstein)

• Designed to enhance youths social skills, can be
  used as a universal classroom or a selected small
  group intervention.
• Separate curricula exist for early childhood
  (Skillstreaming in Early Childhood), K-6
  (Skillstreaming the Elementary School Child), and
  7-12 grades (Skillstreaming the Adolescent).
• Instructors can run through the entire protocol
  or select different component skills to meet the
  needs of specific youth.
• Cue cards are used to prompt students to use
  Skillstreaming strategies.
• To implement Skillstreaming, an educator training
  video (125.00), a workbook, student manual, and
  skill cards are needed (78.00 for full set)
• http//www.skillstreaming.com/

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Defiant Children and Defiant Teens (Barkley,
Robin, Edwards)

• 18-step program designed both to teach parents
  the skills they need to manage difficult
  child/adolescent behavior and to improve family
  relationships overall.
• Delineate clear procedures for assessing defiance
  in children/teens and working with parents, alone
  or in groups, to reverse problem behavior
• Clinicians are shown how to help all family
  members learn to negotiate, communicate, and
  problem-solve more effectively, while
  facilitating adolescents' individuation and
  autonomy (for Defiant Teens)
• Clinician Manuals 39.00 each Contain
  reproducible handouts for parents
• www.RussellBarkley.org

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Cognitive Behavioral Intervention for Trauma in
Schools (CBITS Lisa Jaycox)

• 10-session school-based, cognitive behavioral
  intervention for trauma exposed adolescents
• Optional 1-3 individual sessions
• It incorporates cognitive behavioral therapy
  (CBT) skills in a group format to address
  symptoms of PTSD, depression, and anxiety related
  to trauma exposure
• Informational components for teachers and parents
  
• Clinician manuals 34.95 Contains reproducible
  handouts
• Register with http//cbitsprogram.org/ for
  training and implementation information

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Getting Your School Prepared
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First Steps to School Preparedness for Manualized
Intervention Implementation

• 1) Review and select manualized intervention
• Consider needs of students when selecting
  intervention
• Potentially consider administrator/teacher/
  family/student input when selecting intervention
• Decide who will facilitate group

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• 2) Discuss plans for implementation with
  principal and other key administrators
• Explain why group interventions are
  important/efficient/effective
• Solicit feedback re how to obtain referrals for
  group, when to implement group, etc.
• Provide a brief description of the manualized
  intervention selected for implementation
  session outline,

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• 3) Inform teachers about group and request
  referrals
• Compose a letter or announcement for teachers
  briefly describing the group intervention
• Solicit referrals from teachers

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• 4) Identify space and time to conduct group
• Space
• Private
• Large enough to accommodate group
• Time
• May consider rotating time of group so students
  do not consistently miss the same subject/class
  period
• Consider lunch or before/after school times, if
  feasible