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Editor's Notes

1. Wie werkt met jeugd? Wie met jeugd met antisociaal gedrag (stelen, gebruik geweld bij diefstal)
2. In 1994 probeerde ik ergens in Nederland een behandelprogramma voor jongeren met gedragsstoornissen op te zetten als een samenwerkingsproject van een kinder- en jeugdpsychiatrische poli en een Riagg. Een belangrijke reden waarom dit project werd afgeblazen was dat men er geen vertrouwen in had iets met de doelgroep te kunnen bereiken. De doelgroep werd overgelaten aan de jeugdhulpverlening. Is dat raar?
3. The MST model targets youth at the highest risk of being placed outside their home and community due to their problem behaviors. By developing an effective program to treat these youth and their families in the community, MST will reduce the overall cost of services by reducing the number of days spent in the most expensive (least effective) out-of-home placements. Although one might argue for the clinical effectiveness with youths exhibiting less serious behaviors, the cost-effectiveness would be significantly reduced if the youth’s behaviors would likely not result in placement.
4. This graphic depicts the primary systems that youths are a part of. The graphic does not, however, demonstrate the relative power of the influence of each system, nor does it depict the indirect influences that come from the relationships between each of the other systems.
5. The key concept here is that behavior is multidetermined , that is, the characteristics of the individual represent one of many influences on human behavior. Behavior is also determined by the influences of those persons with whom the youth interacts in day-to-day life. The youth also influences others in the environment making the influence bi-directional. For example: We may initially identify a parent as very permissive in parenting but later learn that parenting was generally successful until the youth became violent and aggressive to the parent, causing the parent to withdraw and become permissive.
6. This list of needs is taken directly from the research that highlights the most common causes and correlates of youth antisocial behavior. MST targeted these causes and correlates for each youth served. Usual services typically did not, and in some cases did the opposite. (e.g., a youth cannot decrease association with antisocial peers when he is locked up with them…)
7. The graphic following this one describes the generic problem-solving process with MST perspective added. This slide describes the generic process, that is, we all have a theoretical perspective (including parents, judges, teachers) and we define problems from that perspective. The range of available solutions depends on how the problem has been defined. The MST clinician must not only understand the MST perspective, but must also understand similarities and differences between the various perspectives of the key participants of each case. This is one way to identify and define potential barriers to treatment implementation.