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Type(s) de contenu et mode(s) de consultation : Texte : électronique

Titre(s) : A comprehensive cognitive behavioral program for offenders [Texte électronique] : responsible adult culture / Granville Bud Potter, John C. Gibbs, Molly Robbins, Peter E. Langdon

Publication : . - Cham : Springer, 2015

Description matérielle : 1 ressource dématérialisée

Note(s) : Titre de l'écran-titre (visionné le 4 mars 2016)
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This book presents Responsible Adult Culture (RAC), a truly comprehensive program for helping offenders to think and act responsibly. It provides the tools of the program with great clarity. In addition to exploring the needs of all offenders, the book addresses the special needs of both female and dual-diagnosis offenders. Responsible thinking means habitually seeing others and situations accurately, rather than in self-serving and egocentrically distorted ways. Because self-centered thinking is typically reinforced by negative group norms, RAC starts with the cultivation of a constructive cl


Autre(s) auteur(s) : Potter, Granville Bud. Fonction indéterminée  Voir les notices liées en tant qu'auteur
Gibbs, John C.. Fonction indéterminée  Voir les notices liées en tant qu'auteur
Robbins, Molly. Fonction indéterminée  Voir les notices liées en tant qu'auteur
Langdon, Peter E.. Fonction indéterminée  Voir les notices liées en tant qu'auteur


Sujet(s) : Thérapie cognitive  Voir les notices liées en tant que sujet

Indice(s) Dewey : 150.2 (23e éd.)  Voir les notices liées en tant que sujet


Numéros : ISBN 9783319175362

Notice n° :  FRBNF44679432 (notice reprise d'un réservoir extérieur)



Table des matières : Acknowledgments; Contents; About the Authors; List of Figures; List of Tables; Part I: Introduction; Chapter 1: Welcome to Responsible Adult Culture; 1.1 Background; 1.2 RAC at the Franklin County Community-Based Correctional Facility; 1.3 Institutional Conduct (Humane Institutional Climate) and Transference to the Community: Evidence that RAC Works; 1.4 Beyond This Book; References; Part II: Preparation and Implementation; Chapter 2: Getting Started; 2.1 Mission; 2.2 Program; 2.2.1 Who Are Our Participants? The Client Population; 2.2.1.1 Positive Potential; 2.2.1.2 Limitations
2.2.1.3 Substance Abuse and Mental Health Issues2.2.1.4 Intellectual and Developmental Disabilities; 2.2.1.5 Accountability; 2.2.2 Treatment; 2.2.3 Expectations and Guidelines for Staff; 2.2.3.1 Therapeutic Alliance; 2.2.3.2 Modeling Responsibility; 2.2.3.3 Staff Qualities; 2.2.3.4 Coaching and Equipping; 2.2.3.5 Using the Group to Deliver the Program; 2.2.3.6 Ask, Don't Tell; 2.2.3.7 Styles and Modes; 2.2.3.8 Introducing the Program to Staff; 2.3 Organization and Procedures; 2.3.1 Unit Management and the RAC Staff Team; 2.3.2 Accurate and Systematic Feedback; 2.3.3 Assessment Measures
2.3.4 The RAC Language2.3.5 Daily Activity Reports and Logs; 2.3.6 Summary Reports; 2.3.7 The RAC Staff Team and Log Book; 2.3.8 Evaluating Program Integrity; 2.3.9 Basic Training and the Responsible Adult Performance Plan; 2.3.10 RAC Groups and Meetings; 2.4 Concluding Comment; References; Part III: Motivating Offenders to Help One Another Think and Act Responsibly; Chapter 3: Cultivating a Responsible Adult Culture Through Mutual Help Meetings; 3.1 Background; 3.2 Procedures and Arrangements; 3.2.1 So What Is a RAC Mutual Help Meeting?
3.2.2 The Mutual Help Group as the Foundation of RAC Treatment3.2.3 Self-Serving Thinking Errors; 3.2.3.1 Self-Centered; 3.2.3.2 Blaming Others; 3.2.3.3 Assuming the Worst; 3.2.3.4 Minimizing/Mislabeling; 3.2.4 Social Behavioral Problems (and Current Life Issues); 3.2.5 RAC Mutual Help Meetings; 3.2.5.1 Parts of the Mutual Help Meeting; 3.2.6 Variants on the Mutual Help Meetings; 3.2.6.1 The Life Story Meeting; 3.2.6.2 The Current Life Issues (CLI) Meeting; 3.2.6.3 Why Gender Specific Current Life Issues?; 3.2.6.4 Self-Report (Interim and Final) Meetings
3.3 Stages of Mutual Help Group Development3.3.1 Forming; 3.3.2 Storming; 3.3.3 Norming (Beginning of a Responsible Adult Culture); 3.3.4 Performing (Responsible Adult Culture); 3.3.5 Facilitating Group Stage Development; 3.4 Facilitative Techniques and Guidelines; 3.4.1 Ask, Don't Tell; 3.4.2 The Sandwich Technique; 3.4.3 Reversing Responsibility; 3.4.4 Confronting and Reminding; 3.4.5 Relabeling; 3.5 Handling a Disruption: The Mini-meeting and Levels of Intervention; 3.6 Concluding Comment: Saving Mr. Willis; References

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