ABSTRACT
This chapter proposes a holistic model for the differential diagnosis and treatment of troubled children that combines RedPs classic contributions on treatment with current concepts of learning and behavior. Social-learning theory procedures for modifying behavior and teaching social skills will be considered in greater detail in a subsequent section of this chapter. It is disquieting to notice how little attention is given to techniques for managing children at risk for suicide. Increasing numbers of books and articles are being devoted to the subject of social skills assessment. Procedures for social skills assessment that have been developed in connection with research are concerned with the reliability and valid ity of data, and thus often involve such elements as complicated or expensive equipment, highly trained observers, informed confeder ates, and role-playing scripts requiring practice. Interpersonal relationships with adults and peers are important not only for school adjustment but also for long-term adjustment and adult mental health.
