The LEAD Workbook is the workbook of choice for those providing treatment to high and very high risk sex offenders. The LEAD Workbook is composed of a total of 93 offense specific and psychoeducational therapy assignments divided into six stages. Orientation Stage - In this stage of treatment, the client learns the basics of treatment and some basic self-control skills. All of the important concepts and terms used in the LEAD Workbook are defined and explained in the orientation material. Stage One: Responsibility and Aggression Control - In this stage of treatment, the client is asked to describe in detail the sexual misconduct that resulted in him or her being in treatment. The client is asked to take a polygraph regarding the description of the sexual misconduct. Clients also learn basic aggression control skills including deep breathing, time out, and communication skills. Stage Two: Sexual History and Self-Esteem - In this stage of treatment, clients are asked to complete a sex history and sex history polygraph. Based upon the sexual history, the client is asked to identify his or her personal patterns of sexual misconduct. Clients who deal with their sexual history in treatment sometimes experience demoralization so this stage of treatment teaches clients skills for creating and maintaining healthy self-esteem. Stage Three: Getting Off the Pathway to Sexual Misconduct - The current clinical literature regarding sex offenders posits that sex offenders follow one of four pathways to sexual misconduct: passive, paradoxical, impulsive and approach. Treatment of individuals who have sexual misconduct problems shows that most of them have used all four pathways at one time or another in their life. Clients are asked to identify the times when they used each pathway. Clients are then asked to develop plans for stepping off each pathway to sexual misconduct. Stage Four: Healthy Sexuality and Intimacy - In this stage of treatment, clients have the opportunity to complete assignments designed to help them develop healthy relationships. Given the role that sexual misconduct played in disrupting their past life, clients complete assignments designed to help them develop healthy sexual fantasies. Stage Five: Regression, Prevention, and Healthy Lifestyle - Clients learn that regression to a life of sexual misconduct is a process; it is process that they can interrupt. Clients complete assignments that prepare them to deal with regression. Clients also complete assignments designed to help them build a healthy lifestyle including leisure education, time management, job stress and job burnout. Stage Six: Aftercare - There are only four assignments in this stage of treatment. The assignments are designed to help the client distill and simplify all the rules and coping skills they developed for themselves while working on assignments in the other five stages of treatment. The LEAD Workbook also contains a complete Chaperon Training curriculum. The chaperon training curriculum can be used in a family therapy setting or large group, mulit-family setting. The chaperon training curriculum teaches individuals how to chaperon by discussing the role of the chaperon, how to work with the treatment team, and how to monitor and help the client. Even though the LEAD Workbook was designed as a standalone treatment program, the LEAD Workbook can be used in combination with other treatment manuals. In fact, the LEAD Workbook and The Good Life Workbook, both written by Dr. Ferrara, can be used together.

Published in cooperation with the University of Michigan School of Social Work As a counselor or therapist, wouldn't it be useful to have a resource that clearly presents effective how-to guidelines for rehabilitating juvenile offenders? In Group Counseling with Juvenile Delinquents, Ferrara explores all aspects of counseling this special population, from the first group encounter through evaluating the effectiveness of the group. He examines various components of the group encounter including establishing a safe, helpful environment, replacing delinquent behaviors with prosocial ones, and responding to the specific needs of each juvenile delinquent. Included in this valuable volume are key points for conducting group sessions, a workbook and scenarios to use directly with group members, instructions for training staff, and a posttest for evaluating the effectiveness of the groups. "There is an extensive and useful discussion of intervention in terms of both traditional, guided group interactions and the more contemporary cognitive behavioral strategies. . . . Much effort has been exerted by Ferrara to insure that the program as presented has a strong empirical foundation. To this end, data and caveates are included as appropriate. As Ferrara wisely notes in his Preface, his program is likely to be most effective with those youths who would not have spontaneously self-corrected but are not seriously disturbed, chronic offenders. Among the various components of the group encounter program, the inclusion of a post-test for evaluating effectiveness is particularly encouraging." --Child & Family Behavior Therapy "It is obvious the author is experienced in group counseling of juvenile delinquents, in developing group counseling programs in juvenile correction facilities, and grounded in theories relevant to treating offenders. The book is succinctly and clearly written." -Social Work with Groups