A.  1. daily mood logs; 2. listing evidence that dispels distorted thoughts; and 3. self-monitoring and self-thought redirection.
B. 1. flexibility in the timing of family treatment; and 2. the inclusion of siblings in treatment to learn cognitive-behavioral strategies for improving their own coping skills.
C. ADHD and Conduct Disorder.
D. enables them to recognize factors that may exacerbate or complicate a depressive episode or a manic episode. Psychoeducation also  enables the family to assist with proper diagnosis and treatment.
E. 1. Encouraging attention shifting; 2. Trying to introduced a motivator; 3. Reminding Kevin that he had successfully controlled his rage in the past week and could do it again, in order to increase his self-efficacy.
F. 1. sensory modulation challenges; 2. difficulties with co-regulated affective interactions;
3. constricted emotional range and flexibility; and 4. polarized rather than reflective thinking.
G. 1. Friendship skills, 2. increased empathy, 3. cooperative problem solving, 4. feeling identification, 5. relaxation/calming skills.
H.  If there is a relation between reality testing and age, it is reasonable to assume that inflated self-esteem, or thinking one can do things that one cannot do, may have different meanings at different ages.
I.  80%
J. 1. irritability; 2. outbursts of destructive rage; 3. oppositional and tyrannical behavior; and 4. akathesia.
K. three "baskets" to identify behaviors that are non-negotiable, negotiable, and not worth addressing. For example, "Basket A" consists of non-negotiable items that parents and teachers should insist upon, such as unsafe behaviors that could be harmful to the child, other people, animals, or property (e.g., anything that requires a firm "No")
L. 22 percent of children and 18 percent of adolescents