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Peer-Impact Diagnosis and TherapyA Handbook for Successful Practice with Adolescents$
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Vivian Center Seltzer

Print publication date: 2009

Print ISBN-13: 9780814740422

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814740422.001.0001

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Phase I Continued

Phase I Continued

Supplementary Protocols for Further Exploration

(p.188) 10 Phase I Continued
Peer-Impact Diagnosis and Therapy

Vivian Center Seltzer

NYU Press

This chapter interprets questions contained in the Phase I Supplementary protocols of the Peer Arena Retrospect (PAR) protocols, namely, PAR-Su-SEP (Student Educational Perspective) protocol, PAR-Su-PEP (Parent Educational Perspective) and PAR-Su-TEP (Teacher Educational Perspective) protocols, PAR-Su-FP (Friendship Preferences) protocol, PAR-Su-GU (What Do You Have to Give Up) protocol, PAR-Su-FO (What Do Friends Offer You) protocol, PAR-Su-R (Recuperation) protocol, PAR-Su-KF (Keeping Friends) protocol, PAR-Su-AC (Awareness of Comparisons) protocol, PAR-Su-CA (Comparative Act) protocol. Future-Focused Supplementary protocols are also described, including PAR-Su-FFD (Fantasies and Future Dreams) protocol, PAR-Su-DA (Defensive Actions Reflection) protocol, PAR-Su-F (Future) protocol, and PAR-Su-EI (Emotional Income and Deprivation) protocol. Embedded in the Supplementary protocols are questions that elicit the information sought or lead up to eliciting qualitative information such as emotional reactions to comparative acts with age-mates. Some are asked again in order to compare the adolescents' consistency, as well as their disassociation or just plain avoidance.

Keywords:   adolescents, Peer Arena Retrospect protocols, PAR protocols, education, friendship, friends, comparative acts, disassociation, avoidance

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