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Psychotherapy

Volume 32/Spring 1995/Number 1

PSYCHOTHERAPEUTIC TECHNIQUES WITH TREATMENT-RESISTANT ADOLESCENTS

This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

JOHN SOMMERS-FLANAGAN RITA SOMMERS-FLANAGAN University of Montana Psychotherapy with adolescents is difficult for at least two reasons: 1) adolescents frequently do not trust adults; and 2) adolescents are often poorly motivated for treatment. Consequently there may be significant problems eliciting the cooperation needed to implement successfully various psychotherapeutic treatment approaches with adolescents in general, and treatment-resistant adolescents in particular. This article presents several techniques designed to capture adolescents' attention, further the psychotherapeutic alliance, and facilitate cooperation. Techniques include: a) siding with the adolescent; b) teaching strategic skills; c) interpreting interpersonal relationship patterns; d) risks of honesty and deception; e) exploring moral dilemmas; f) wagering on cognitions and behaviors; and g) alternative communication strategies. It is recommended that psychotherapists consistently review the quality of their relationship with adolescent clients in order to facilitate successful implementation of psychotherapeutic interventions.

The authors thank three anonymous reviewers for their assistance in revising this manuscript. Correspondence regarding this article should be addressed to John Sommers-Flanagan, University of Montana, School of Education, Dept. of Leadership and Counseling, Missoula, MT 59812.

[ I t ] . . . is not whether we can help one another in our respective life navigations, but whether we can learn to more deeply appreciate and develop the kinds and qualities of relationships conducive to such helping. . . . [F]or example. . .affectively "intimate"relationshipsare the most powerful in their influence on individual development. (Mahoney, 1991, p. 264)

Individual psychotherapy with adolescents is difficult in part because of die adolescents' reluctance to engage in a meaningful and potentially therapeutic relationship with adults, and also because adolescents frequently are poorly motivated for treatment (Rutter & Rutter, 1993; Spiegel, 1989). Often, adolescents in general, and treatmentresistant adolescents in particular, are distrustful of adults (Meeks, 1980; Mishne, 1986). This distrust, and associated motivational problems, may stem from several sources. First, adolescent distrust is derived partially from their strong independence and individuation needs (Church, 1994; Erikson, 1950, 1968). As Church (1994) states: "Because of their desire for autonomy, adolescents may be very sensitive to situations where they believe others are asserting their power or authority" (p. 105). Second, adolescents referred for psychotherapy commonly have a history of behavioral problems characterized by defiance, inattention, and impulsivity (Wells & Forehand, 1985). Some estimates suggest that attention-deficit/hyperactivity and disruptive behavior disorders constitute from one-third to three-fourths of child and adolescent outpatient clinic referrals (Kernberg & Chazan, 1991; Wells & Forehand, 1985). Consequently, many adolescent clients may have strong expectations that adults will try to exert control over them and/or attempt to reduce their personal freedom. An adolescent's negative expectations for psychotherapy may be alternatively described as negative transference, or as distorted cognitive schemas, or as perpetuated by maladaptive family systems (Bricker, Young, & Flanagan, 1993; Kernberg & Chazan, 1991; Szapocznik et al., 1990). Regardless of theoretical explanation, it is important to recognize that adoles-

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This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

J. Sommers-Flanagan & R. Sommers-Flanagan centsreferredfor treatment have often had a long history of conflict with adult authorityfiguresprior to initiating psychotherapy. Third, many adolescents lack insight into their emotional and behavioral problems. Kernberg & Chazan (1991) clearly describe the lack of insight, motivation, and trust found among behaviorally disturbed children: "They prefer not to use language to communicate, to share experiences, or to express feelings. In their own view of events they tend not to perceive the connections between motive, action, and consequence. Memory, attention, and reflective thought are not reliably available to them. Authority figures, including parents and teachers, are frequently experienced as interfering and unfairly punitive. Adults are generally perceived as unhelpful (p. 2)." It is not surprising to discover that many of the children described by Kernberg & Chazan (1991) frequently either do not believe they have problems, or believe psychotherapy is a poor procedure for alleviating personal problems. High levels of distrust, low motivation, and uncooperative behaviors are particularly common among treatment-resistant adolescents. For the purposes of this article, treatment-resistant adolescents are defined as adolescents who are most likely diagnosed as having: a) attention-deficit/ hyperactivity and disruptive behavior disorder; b) substance abuse disorder; c) adjustment disorder with disturbance of conduct; and, in some cases, d) a depressive disorder (e.g., depressed adolescents exhibiting significant irritability, selfdestructive behavior patterns, and/or acting-out behaviors). Overall, angry, defiant, and disruptive children and adolescents have often been considered the most treatment-resistant of all clients (Eron & Huesmann, 1990; Kazdin et al., 1989; Loeber, 1990; Loeber, Lahey, & Thomas, 1991; Olweus, 1979; Patterson, DeBaryshe, & Ramsey, 1989). Consequently, overcoming distrust and establishing and maintaining client motivation are significant challenges faced by therapists who work with adolescents in general, and treatmentresistant adolescents in particular. Within the psychotherapy process and outcome literature, therapeutic relationships have received consistent support as a central factor in positive treatment outcome (Lambert & Bergin, 1994; Orlinsky, Grawe, & Parks, 1994; Patterson, 1984). Therapeutic relationships are viewed as facilitating patient cooperation with, and participation in, psychotherapy (Orlinsky et al., 1994). Several

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investigators have recently argued that specific treatment techniques are interdependent with therapeutic relationships; in other words, techniques become meaningful and effective within the context of a positive psychotherapeutic relationship (Butler & Strupp, 1986; Safran, 1990). The converse also may be argued; that is, interesting and engaging techniques bring depth and quality to the therapeutic relationship. Treatment success with difficult adolescent clients begins with and depends heavily on the quality of relationship established between therapist and client. Gorin (1993) stated: "Key to change through therapy is the client's willingness and ability to become actively involved in the therapeutic interaction, both through attendance and through forming a therapeutic relationship" (p. 1S6). Unfortunately, treatment-resistant youths are typically skilled at alienating others, particularly adult authority figures, and at remaining emotionally and behaviorally uninvolved with therapy (Meeks, 1980; Rutter & Rutter, 1993). However, if a positive relationship or therapeutic alliance can be established, then cooperation with treatment is more likely (Gorin, 1993; Kolko & Milan, 1983; Lambert, 1989). There have been efforts by several investigators to utilize treatment approaches with adolescents that emphasize therapeutic relationships as well as interesting and provocative treatment procedures. First, Szapocznik and colleagues (Szapocznik & Kurtines, 1989; Szapocznik et al., 1990) have developed a "one-person family therapy" approach. This approach, based on structural family systems theory, was developed in order to address the fact that most therapists who work with troubled youth have difficulty bringing entire family systems into treatment. Consequently, in the words of Szapocznik and colleagues (1990) oneperson family therapy emphasizes:". . . directing the identified patient in therapy to change her or his behavior in ways that will require an adjustment in the behavior of other family members toward the identified patient" (p. 698). Several of the techniques described in this article could be identified as operating on a similar systems model. Second, cognitive-behavioral practitioners report utilizing provocative and engaging techniques with youth. Specifically, Feindler (1991); Feindler & Ecton (1986), Goldstein (1988); Goldstein & Glick (1987), and Shure (1992); Spivack & Shure (1982) have developed what

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Techniques with Treatment-resistant Adolescents might be referred to as "user friendly" therapeutic procedures with youth. These procedures include liberal use of active techniques such as fogging, moral reasoning, and consequential or meansend thinking within individual and group therapy formats. The techniques described below are partially derived and inspired from Feindler's (1991), Goldstein's (1988), and Shure's (1992) work. Third, psychoanalytically oriented clinicians have begun to integrate more interactive procedures into their work with adolescents. For example, in their book Children with Conduct Disorders, Kemberg & Chazan (1991) outline an approach entitled "supportive-expressive play psychotherapy" that utilizes techniques such as limit-setting, encouragement, and "looking at" statements within the context of games and playful interactions with behavior-disordered youth. Again, the techniques described below are in some cases similar to and certainly theoretically compatible with Kernberg & Chazan's (1991) procedures. The primary goal of this article is to describe specific psychotherapeutic treatment techniques designed to provoke interest and enhance the psychotherapeutic relationship, thereby facilitating client cooperation, involvement, and motivation. The techniques described represent an integration of cognitive-behavioral, person-centered, and interpersonal treatment strategies. The techniques are also designed to be compatible with family systems and psychodynamic or psychoanalytic treatment formulations. Perhaps the key integrating factor associated with the following techniques is an emphasis on enhancing the working relationship between therapist and adolescent. As Safran (1993) has stated, ". . . authors are emphasizing the importance of integrating cognitive and interpersonal perspectives and of systematically incorporating the use of the therapeutic relationship as an instrument of change" (p. 11). Relationship-Enhancing Psychotherapeutic Techniques This article focuses on psychotherapeutic techniques that a) build a stronger therapeutic alliance and/or b) provoke interest and therefore draw the adolescent into participating more fully in the psychotherapy process. Initial strategies for establishing an adequate therapeutic alliance and rapid emotional change techniques designed to increase adolescent receptiveness to treatment are described elsewhere (Sommers-Flanagan &

Sommers-Flanagan, 1994). Goals of the following treatment techniques include: a) improving adolescent decision-making; b) building relationship skills; c) stimulating moral reasoning; and d) increasing motivation for engaging in prosocial behavior. Siding with the Adolescent Adolescents in distress generally eschew advice from parents, teachers, and therapists (Meeks, 1980). This is particularly true for treatmentresistant adolescents. More often than not, when faced with personal problems, such adolescents seek out the advice of peers. Unfortunately, peerbased advice is frequently of poor quality. The problem is how to get oppositional and impulsive adolescents to seek out and follow the advice of a reasonable adult. The solution is deceptively simple: Side with the adolescent. Adolescents are more likely to listen to, and follow the advice of, adults after they believe the adult is on their side. Obviously, the concept of siding with adolescents and validating clients feelings is not new (Meeks, 1980). The following approaches can be used to build trust through empathy. Meet jointly and define the conflict/problem.

During this stage therapists are likely to observe parent(s) complaining about their child's a) avoidance of homework, b) lying, c) curfew violations, d) backtalk, e) disruptive school behavior, f) illegal behavior, and g) generally poor attitude. The goal of this stage is to listen to both sides of the conflict, comment on the adolescent's affective state (i.e., angry, disagreeable, depressed, etc.), comment on the state of the conflict (i.e., stuck, stalemated, etc.), and politely dismiss the parent from the room. (An example might be, "Well, I can see both you and your son are kind of stuck on this issue and neither of you feel good about it. How about if I meet with your son for a while and then we'll have you come back in toward the end of the hour to discuss things further?") Discuss the problem individually with the adolescent. Meet individually with the adolescent in order to establish an empathic relationship and build trust; it is difficult to effectively use empathy to build trust when the parent(s) is in the room. During this stage it is important to not only use typical Rogerian empathic listening techniques (Sommers-Flanagan & Sommers-Flanagan, 1993), but also to actively engage in feeling validation

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J. Sommers-Flanagan & R. Sommers-Flanagan (e.g., "So, if what you're saying is true, I'd have to say your teacher really can be a jerk.") This strong validation and negative labeling of authority figures is avoided by many therapists because of fear the adolescent may take such statements back to school or to home and adults will be offended. Additionally, psychoanalytically trained therapists might worry about encouraging the splitting defense so frequently employed by adolescents (Winnicott, 1984). However, unless the adolescent feels a connection to the therapist within her/his perceptual and communication framework, he/she will not be able or willing to modify her/his perception of the situation to a more adaptive level. Meeks (1980) describes a similar attitude that psychotherapists should hold toward their adolescent's behavior: "The important point is that even the most repulsive and self-defeating behaviors are comprehensible. The patient needs to know that we believe deeply that there are good reasons for everything he does, even when what he does is not good for others or for himself" (p. 33). Case Illustration A boy came to therapy after having threatened to "sue" his teacher for being "sexist." The boy dogmatically held on to his "right to sue the teacher" until after the therapist listened closely and agreed with the boy that bis teacher sounded "sexist." After mutually complaining for several minutes about how some people in the world are sexist, the therapist stated: "It sounds like everything you did was pretty justified . . . except when you threatened to sue your teacher . . . in one way, that was kinda dumb 'cause it just ended up getting you in more trouble and now the teacher is really gonna be watching you closely." At mis point the boy simply responded with "Yeah, that was pretty dumb" and then he and the therapist set to work on how he couldrecoverfrom his interpersonal mistake (i.e., the boy ended up agreeing—without coercion— to write a letter of apology to the teacher).

Teaching "Strategic Skills" to Adolescents Weiner (1992) describes many delinquent or "psychopathic" adolescents as inherently understanding the importance of using strategies to obtain their desired goals (p. 338). Despite this general understanding, disruptive behavior disordered adolescents frequently utilize ineffective interpersonal strategies and thereby obtain outcomes that are opposite of what they desire. For example, increased freedom is commonly identified by adolescents as one of their primary therapy goals. However, attention-deficit and disruptive behavior disordered adolescents consistently engage in behaviors that eventually restrict their personal freedom (e.g., curfew violation, disrespect

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toward parents, illegal behavior). The Strategic Skills intervention is designed to help adolescents understand how their own behavior contributes to their inability to attain personal goals (e.g., perhaps by producing increased limits and restrictions). Tworelationship-basedtherapist explanations are initially needed to implement the Strategic Skills procedure. First, the therapist must directly inform the adolescent of a willingness and commitment to assist the adolescent in personal goal attainment. For example: It sounds like you would like more freedom in your life. I imagine it is a drag being IS and still having all the restrictions you have. I want you to know that I'm willing to work very hard to help you have more freedom. We just have to put our heads together and think of some ways you can get more freedom.

The purpose of this statement is to reduce the adolescent's resistance and distrust. Many, if not most, adolescents expect therapists to side with their parents, teachers, or authority figures. The process of valuing the adolescent's pursuit of freedom can surprise the adolescent and thereby reduce initial resistance. Second, therapists must set clear limits on the type or quality of behaviors they are willing to support and promote. This is because adolescents may try to manipulate therapists into supporting illegal or self-destructive behavior patterns (Weiner, 1992; Wells & Forehand, 1985). I need to tell you something about what I am willing to help you accomplish. I'll help you figure out behaviors that are legal and constructive and help you get more freedom. In other words, I won't support illegal and self-destructive behaviors because in the end, they won't get you what you want. And there may be times when you and I disagree on what is legal and constructive; we'll need to talk about those disagreements when and if they arise.

If adolescentsrespondpositively to their therapists' offer of support and assistance, the door is open to providing feedback about how to engage in freedom-promoting behaviors. Therapists can then tell their clients: "Okay, let's talk about strategies for how you can get more of what you want out of life." Subsequent discussions might include the following problem areas that frequently contribute to adolescents'restrictions:a) staying out of legal trouble; b) developing respect and trust in the adolescents'relationshipswith parents and authorityfigures;and c) analyzing and modifying inaccurate social cognitions. Essentially, client motivation and cooperation has been facilitated and therapists can move on to analyzing faulty

Techniques with Treatment-resistant Adolescents cognitions, modeling and role-playing strategies, and other effective psychotherapeutic interventions.

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Case Illustration A twelve-year-old boy entered the consulting room in conflict with his father over how many pages he was supposed to read for a specific homework assignment given to him by a teacher whom he "hated." The boy was disagreeable and nasty in response to his father's comments; direct discussion of issues while both father and son were present was initially ineffective. Therefore, the father was dismissed. After using distraction strategies and a mood-changing technique (see Sommers-Flanagan & Sommers-Flanagan, 1994), the boy was able to focus in a more productive manner on the conflict he was having with his father. The boy indicated that his father was partially correct in his claims about the reading assignment, but that the boy's "hate" for this particular teacher made him want to resist the assignment. The individual discussion between the boy and his therapist focused on: a) how the boy's dislike for the teacher produced a "bad mood," which subsequently produced his resistance to the assignment; b) how the boy's bad mood and resistance to the assignment had produced disagreeable behavior toward his dad; and c) how the boy's bad mood, resistance to the assignment, and disagreeable behavior had produced a bad mood and disagreeable behavior within the father (who was now resisting the boy's request that the assignment be modified). Consequently, after the boy's mood was modified, the boy and therapist were able to brainstorm strategies for helping the father change his mood and become more receptive to the son's request. With assistance, the boy chose to tell the father, "You were right about the assignment . . ." when his father returned to the room. This "improved" interpersonal strategy (which had been role-played prior to father's return) had an extremely positive effect on the father. Additionally, the boy was able to introduce a compromise ("I'll do the assignment if my dad will listen to me without disagreeing when I bitch about bow unfair and stupid this teacher is"). In response to his son's admission, "Dad you're right," the father stated (with jaw open): "I don't know what happened in here when I was gone, but I've never seen Donnie change his attitude so quickly ever before." The suggested compromise was successfully negotiated, and before Donnie left, the therapist pointed out (by whispering to the boy) how quickly Donnie had been able to get his father's mood to change in a positive direction. In this case illustration, the son and father's usual reciprocal negative interactions were modified in a manner similar to one-person family therapy advocated by Szapocznik & Kurtines (1989).

Interpreting Interpersonal Relationship Patterns Disruptive adolescents are notorious for their interpersonally abrasive, hostile behavior patterns (e.g., negative body posture, eye rolls, etc.). Psychoanalytic theorists suggest that such adolescents have core feelings of being unloved and uncared for (Willock, 1986, 1987). Consequently, ". . . they may strive to bring down on themselves what they consider inevitable rejection, often provoking others to be furious at them" (Kernberg & Chazan, 1991, p. 5). Because ado-

lescent clients can provoke countertransferential anger through their interpersonal behavior designed to. resurrect early childhood rejection experiences, it is important for therapists to intervene by pointing out these qualities through interpretation, feedback, or confrontation (Luborksy, 1984; Sommers-Flanagan & Sommers-Flanagan, 1993). Troubled adolescents are often resistant to accepting responsibility in most life areas, including accepting responsibility for how their interpersonal behavior affects others. Therefore, as suggested by psychoanalytic theorists, preparing the adolescent for interpersonal interpretations is crucial (Luborksy, 1984; Weiner, 1975). Two different paths of interpretation preparation may be useful. Empathize with how the adolescent is treated by others. After experiencing the adolescent's hostility, therapists may be inclined to confront the adolescent's behavior patterns. Additionally, when exposed to adolescent hostility, therapists have countertransference reactions; put simply, therapists may feel like being mean or aggressive when they confront adolescents (i.e., they may feel like rejecting and abandoning the adolescent in a manner that would fulfill the adolescent's core beliefs of being unlovable and repugnant; Meeks, 1980; Willock, 1987). Although confrontation can be successful, it carries with it the risk of diminishing rapport and of having an adverse impact on the crucial (and often tenuous) therapeutic alliance. Instead of using confrontation, Meier & Davis' (1993) basic rule of confronting only as much as you have supported is recommended. Work hard at seeing the world through the eyes of the adolescent. In a gentle voice, state something like: "I've been wondering if other people are treating you okay?" This question often will elicit a litany of complaints from heretofore verbally resistant adolescents. Then, only after exploring and empathizing with the adolescent's interpersonal world, a gentle focus (i.e., interpretation or confrontation) on the client's contribution to how others treat him/her can be initiated. Start with empathic listening, move to open support and appreciation of the adolescent's experience, and end with gentle probing into his/her personal contribution to the problem, such as the following: What you are describing is that other people are very critical of you, they get angry with you easily, and they are consistently getting in your face or restricting your freedom. That sounds like a major pain. Of course, I know you are smart enough

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J. Sommers-Flanagan & R. Sommers-Flanagan to know that every relationship is a two-way street. So, I am wondering what you do that might be related to producing these nasty responses from other people?

erence to the client's intelligence) can aid the transition:

This approach can be amplified if the client has engaged in hostile interpersonal interactions with the therapist. In such cases personal disclosure of countertransference reactions can be used to facilitate the feedback process:

So you have probably already figured out what I am going to ask next (pause). (If client does not respond): I bet you've figured out that I am going to ask you how all this applies to you?

Do you know why I asked you earlier if other people were treating you okay? (Clientrespondswith a shrug). The reason I asked that is because I had an impulse to be mean to you, too. For just a few minutes, earlier in our session, I wanted to put you down . . . and that's pretty unusual for me. I don't usually like to insult people. Do you have any ideas why I might have been wanting to insult you?

Pointing out previous hostile stares, eye rolls, and insulting comments made toward you by the adolescent, can serve as data to further support the triangle of insight necessary for effective interpersonal interpretations (Luborsky, 1984; Strupp & Binder, 1984; Weiner, 1975). Begin in the third person. Adolescents are frequently skilled at criticizing their friends or family for interpersonal defects, while remaining blind or defensive to their own deficits. Therapists can take advantage of the adolescent's critical skills and later shift the focus to the adolescent. Use simple statements such as Tell me more about how your friend Bill gets himself in trouble so often. How is it that he always seems to get into situations where he ends up in legal trouble?

Of coure adolescents may quickly defend or justify their friends' problems. In such cases a more distant example can be useful: So you are saying that Bill's parents actually contribute to Bill's problems and therefore to their own difficulties. How does that work? What do they do that is so ineffective?

When exploring third-person interpersonal problems care should be taken to prevent simple explanations, such as: "Well, if Bill's parents would just give him more freedom, there would not be so many problems." A good way to avoid simple explanations is to appeal to the adolescent's complexity and intelligence. Most adolescents consider this a compliment and therefore respond positively. For example: I know you're smart—good at figuring out complicated situations. What else might be happening in Bill's situation to contribute to his troubles?

Making the transition from third-person interpersonal analysis to first-person analysis can be difficult. Humor (and another complimentary ref-

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Note the preceding intervention puts the adolescent in a bind. He/she will not want to admit being caught off guard. Or, in cases where he/ she has already figured out where the therapist is headed, resistance may be reduced by the therapist's complimentary comment. Whether the therapist begins with empathy or in the third person, the most important phase of this intervention involves getting the adolescent to accept the interpretation/confrontation. If the adolescent denies the importance or existence of the interpreted material, a limited amount of direct rational argument may be required. When using direct argument, focus on two issues: 1) "Why would I lie to you about this?" and 2) maintaining respect for the adolescent; in other words avoid the countertransference trap of becoming demeaning to the adolescent. Finally, after an interpretation is accepted, cognitivebehavioral work on eliminating the problematic interpersonal behavior can begin. Risks of Honesty and Risks of Deception A characteristic common among disruptive or delinquent children is the tendency to seek out excitement or stimulation (Quay, 1987; Weiner, 1992). Disruptive behavior disordered adolescents consistently engage in risk-taking behavior; this behavior includes not only death-defying or health-impairing acts (e.g., jumping off bridges into rivers, tobacco/alcohol/drug use), but also risks of deception. Risks of deception include lying, withholding information from adults, stealing, and generally living a portion of one's life "undercover" in order to avoid responsibility for one's behavior. Although it is difficult to determine the precise purpose of behavioral deception in every case, generally deception occurs in order to: a) avoid responsibility; b) maintain a sense of invulnerability; and c) enhance stimulation or excitement (Ekman, 1989). In many cases, risks of deception result in legal trouble, violations of trust in relationships, and evolution of antisocial behavior patterns (Rutter & Giller, 1983; Rutter & Rutter, 1993). Obviously, addressing deception is an im-

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Techniques with Treatment-resistant Adolescents portant part of treating delinquent or conductdisordered adolescents. Honesty can be discussed with adolescents as having qualities similar to deception in that it requires a certain amount of risk-taking. "Coming clean" or confessing one's delinquent or dishonest behavior involves risk, usually the risk of negative consequences. However, sometimes the process of becoming accountable for one's behaviors is stimulating or anxiety provoking, regardless of subsequent consequences. If the therapeutic alliance has been adequately established, it is likely the adolescent will begin to make disclosures to his/her therapist about delinquent or dishonest behavior patterns. These disclosures may be boastful and they may constitute tests of trust the client is using to evaluate the therapist and confidentiality (Fong & Cox, 1983). Initially, the therapist simply listens to client boastful disclosures in an effort to understand motivations underlying the adolescent's deceptive behavior. Later, questioning of deceptive practices should be initiated. For example: I guess for you it is actually safer to be dishonest about what you stole from the mall. I don't blame you for being afraid to admit that you went ahead and stole something again after you told your parents you would stop that behavior.

Adolescents, particularly delinquent adolescents, do not like admitting fear or anxiety (Rutter & Giller, 1983; Weiner, 1992). Therefore, the above intervention places them in another bind; they must admit to using the safe strategy of deception or they must deny that deception is a safer strategy. If the adolescent admits deception is safer, then the therapist can urge the adolescent toward taking risks of honesty. This can be accomplished in many ways, including "dares" or "wagers" initiated by the therapist (e.g., "I bet you can't admit to your parents that you're stealing again"). Note that admission of inappropriate behavior to a parental figure mayresultin a shifting of deeply ingrained family systems interpersonal patterns (Szapocznik & Kurtines, 1989). If the adolescent denies the deception is safer, then the therapist can encourage the client to "confess," because it is the safest option anyway ("Seems like the best thing to do here is tell your parents what you did before the possibility of you getting in trouble gets even worse"). This latter situation is the most difficult for the therapist because adolescents who claim to be taking the more "dangerous" behavioral path, simply because it is more exciting, probably are "characterological

delinquents" and thus have a poorer prognosis (Weiner, 1992, p. 336). Nevertheless, subsequent discussion of considering honesty and renouncing a dangerous and self-destructive lifestyle is still warranted. Exploring Real-Life Moral Dilemmas Goldstein & Glick (1987) have reported success using group discussion of realistic moral dilemmas in treating aggressive youth. Active therapeutic discussion of the adolescent's daily moral dilemmas can also be useful. Daily moral dilemmas include, but are not limited to: a) whether to use alcohol or drugs; b) to engage in or abstain from sexual intercourse; c) whether or not to confront friends or family about their alcohol or drug abuse; d) to cheat or not to cheat on examinations; and e) deciding whether or not to host a party while one's parents are out of town on vacation. Each of these daily dilemmas can provide therapeutic grist for the mill. Perhaps most important for this procedure is the therapist's opportunity to discuss client moral dilemmas prior to client action. This assumes that the abililty to delay gratification and inhibit impulses is, at least to some extent, present within the adolescent. Of course, this is not always the case, but with a strong therapy relationship and analysis and manipulation of behavioral contingencies, a modicum of inhibitory ability can often be established (Kernberg & Chazan, 1991). It is helpful to use analogies and parallel examples when discussing specific moral dilemmas with adolescents. Recently, a boy discussed bis plans for hosting a party at his parents home (without their permission). He had complained previously about his parents' lack of trust for him and had even identified "improving trust" as one of his therapy goals. When confronted with the inconsistency of his party plans with his goal of improving trust, the client stated: "What my parents don't know won't hurt them." He held to this line of thinking until provided with the following parallel example: You have a girlfriend, is thatright?I guess that's a relationship where trust is important, too. What if your girlfriend decided to make out, or even have sex with another guy? I guess what you are saying about you and your parents might apply. That is, as long as you never find out about what she did, it won't hurt, will it?

Providing a very personal variation of the moral dilemma the adolescent is straggling with can assist in shifting the level or style of moral reasoning.

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J. Sommers-Flanagan & R. Sommers-Flanagan Wagering on New Cognitions and Behavioral Alternatives The wager, or bet, was mentioned previously as a useful therapeutic technique with adolescents. It is likely that the usefulness of this approach is due, in part, to the adolescent's particular stage of development; adolescents enjoy challenges because facing and overcoming challenges helps solidify the adolescent's identity or sense of self (Erikson, 1968). Traditional aggression control procedures recommend that aggressive adolescents identify alternative social cognitions about particular situations likely to trigger an aggressive response (Feindler & Ecton, 1986). Dodge's (Dodge & Frame, 1982; Dodge & Somberg, 1987) research on delinquent adolescent's cognitive distortions suggests that aggressive youth often interpret incidental interactions with other youth as signs of hostility. For example, another youth may accidently bump into an adolescent client at school and the adolescent client may interpret the "bump" as an intentional effort to hurt or demean him/her. Modifying such instant distorted social cognitions may be a promising component of aggression treatment. Using the wager can enhance client motivation to identify alternative social interpretations (e.g., "I bet you can't think of any other explanations for why Bobby bumped you in the hall"). Similarly, cognitive—behavioral procedures require adolescents to generate numerous behavioral alternatives; these are behaviors that can be identified and used quickly instead of aggression. Challenging or wagering the adolescent to produce new behavioral alternatives also increases motivation for engaging in this important cognitive-behavioral task. Also, positive reinforcement procedures (e.g., "You will receive one baseball card (or five cents or one minute of computer time) for every behavior option you can produce in the next 60 seconds") enhances client motivation for generating behavioral alternatives. Using time-pressure procedures ("Quick, quick, give me some options. What could you do?") helps adolescents quickly identify behavioral alternatives in a manner similar to how they will need to generate suchresponsesin therealworld. It also lowersresistanceby minimizing time available to respond with "winning responses." Alternative Communication Strategies When working with adolescents, it is particularly important to communicate in a manner that

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bypassesresistance(Church, 1994; Gorin, 1993). We have found the following techniques useful when seeking to "make a point" with adolescent clients. Hand ownership and hand-to-hand conversation. Angry and disruptive adolescents frequently strike out aggressively in ways that are destructive to themselves and others. A typical example is the adolescent who, out of anger, smashes his/her hand into the wall. This behavior is clearly self-destructive and foolish. However, stating mis fact simply and directly to the client usually decreases rapport and increases resistance. Some clients may brag about how they "smashed" a hole in the wall or how they will hit anything when they are angry enough; it does not matter how hard the object is. The challenge is how to encourage the adolescent to examine the self-destructive nature of his/her behavior without sounding like a typical adult authority figure. Again, it isrecommendedthat therapists begin by listening empathically. There is always time, after listening, to focus on self-destructive qualities of the adolescent's behavior. After listening to the client's story, make this request: "May I look at your hands?" Sit next to the client and examine his/her hands. At times, if it seems that the client is comfortable, therapists may choose to touch the adolescent's hands gently and point to marks, moles, scabs, scars, and inquire about them. However, care always should be taken prior to using touch in psychotherapy. As we have stated elsewhere: ". . . you need to be absolutely sure your touch will not feel invasive or overbearing and that it will not be misinterpreted. If you have any doubts, do not touch your client" (Sommers-Flanagan & Sommers-Flanagan, 1993, p. 117). A personal history of the client's hands may be taken. If the client acts uncomfortable, it may be necessary to stop, or simply state: "I'm just checking out your hands; everybody has unique hands, just like they have unique fingerprints." It is also useful to inquire as to which hand is usually used to hit objects or people. After completing a brief hand interview, gently grab or point to one of the hands (i.e., as in a handshake or high-five) and ask: "Who's hand is this anyway?" The client almost always indicates ownership. Further gentle discussion of taking care of one's hands should follow. For example: "These are great hands. How is it they keep hitting things (or people) and hurting themselves?" This

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Techniques with Treatment-resistant Adolescents procedure should be pursued to the point where the client engages in self-talk to his/her hands: "Now tell your hands how much you like them, because of all the things they do for you; you might even want to make a deal with them about you taking care of them." Finally, work with the client to identify simple behavioral alternatives to physical aggression and establish a set of cues the client can use as a reminder to take care of his/her hands. For example, clients can be encouraged to "put hands into pockets" or "hold hands" when in situations which might provoke aggressive behavior. Sports Analogies. Adolescents do not always recognize the value of calmness and self-control in their lives. Instead, they tend to crave excitement and enjoy living fast-paced lifestyles (Quay, 1987; Rutter & Giller, 1983). Consequently, demonstrating or proving that calming down and being in control is useful can help adolescents gain motivation for incorporating calmness and self-control into their daily lives. Feindler (1991); Feindler & Ecton (1986) emphasizes the importance of teaching adolescents self-control because adolescents do not like or want to be controlled by others. She reports using sports analogies to convince aggressive adolescents that self-control is desirable. In basketball, free-throw shooting is a good example of a skill requiring the ability to relax and use subtle finemotor control. Players who are unable to control their muscle tension are often poor free-throw shooters. Quarterbacking in football provides a good example of the importance of knowing, and sometimes utilizing, all of the behavioral options available. In mountainous regions, downhill skiing or snowboarding, each which require forethought, planning, and quick decision-making, provide good analogies for youths who crave excitement. Quick and healthy or adaptive decisionmaking (e.g., turning one's skis in order to avoid a tree) can be encouraged through sports analogies. In several cases, we have used a bicycling analogy to help adolescents understand how important it is to change an interpersonal strategy. Specifically, the concept of "shifting gears" is particularly useful: So, when you're biking uphill, what gear do you like to be in? (Client responds). Oh yeah . . . that's interesting. How about when you're going downhill? Really. I guess bicycling is a lot like dealing with your teachers at school. If you're in the wrong gear, its really hard work to make progress and maintain control.

Using sports analogies may be effective as a means of communicating with adolescents because it is a procedure through which therapist and client can speak the same language. Conclusion Although a challenging endeavor, psychotherapy with difficult adolescents can be facilitated by utilizing treatment interventions designed to enhance the therapeutic alliance and promote client interest, participation in therapeutic activities, and motivation (Gorin, 1993). A word of caution is necessary here. The preceding techniques, although designed to facilitate a therapeutic alliance, may backfire if an adequate therapeutic alliance has not already been established. Additionally, the adolescent's mood is similarly crucial to treatment receptivity (Sommers-Flanagan & SommersFlanagan, 1994). No matter what theoretical orientation is used, therapy effectiveness is enhanced when therapists consistently reflect on the quality of interpersonal experience they are providing their adolescent clients. Reflective questions for psychotherapists include: "Am I using techniques that are likely to maintain the adolescent's interest and attention?" "If the client terminated therapy soon, what memories would he/she have of me?" "Is the client motivated by the interpersonal bond or therapeutic alliance he/she has established with me?" "Am I providing the client with an adequate balance of empathic listening and cognitive and behavioral challenge?" "Am I encouraging my client's full participation and involvement in psychotherapy?" As Wright & Davis (1994) have stated: "The quality and degree of patient collaboration [in therapy] is stronger than any specific therapist variable in predicting successful outcome" (p. 27). References BRICKER, D., YOUNG, J. E., & FLANAGAN, C. M. (1993).

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