Table 1. Teen Online Problem Solving (TOPS) Teen Only (TOPS-TO) and TOPS Family (TOPS-F) Sessions.
| TOPS-F | TOPS-TO |
|---|---|
| Session 1—Getting started | Session 1—Getting started |
| Program overview | Program overview |
| Goal identification | Goal identification |
| Session 2—Staying positive | Session 2—Staying positive |
| Importance of a positive approach | Importance of a positive approach |
| Cognitive reframing | Cognitive reframing |
| Session 3—Problem solving | Session 3—Problem solving |
| Steps of problem solving (Aim, Brainstorm, Choose, Do It, Evaluate) | Problem solving part 1 |
| Implement problem-solving process around a goal identified by the teen or family | Problem solving part 2 |
| Steps of problem solving (Aim, Brainstorm, Choose, Do it, Evaluate) | |
| Implement problem-solving process around a goal identified by the teen | |
| Session 4—Getting organized | Session 4—Getting organized |
| Effects of TBI on attention, memory, and cognition. | Effects of TBI on attention, memory, and cognition. |
| Strategies for addressing TBI-related cognitive problems the teen may be experiencing. | Strategies for addressing TBI-related cognitive problems the teen may be experiencing. |
| Working with the school | Implement problem-solving process |
| Implement problem-solving process | |
| Session 5—Controlling your behavior I | Session 5—Controlling your behavior I |
| Behavior changes following TBI | Controlling your behavior I part 1 |
| Controlling your behavior I part 2 | |
| Self-management strategies: SMART (Stop, Monitor, Appraise, Reflect, Try) | Behavior changes following TBI |
| The importance of positive reinforcement | Self-management strategies: SMART (Stop, Monitor, Appraise, Reflect, Try) |
| Implement problem-solving approach with a “high stress” problem | The importance of self-praise/reinforcement |
| Implement problem-solving approach with a “high stress” problem | |
| Session 6—Controlling your behavior II | Session 6—Controlling your behavior II |
| TBI and anger | Controlling your behavior II part 1 |
| Avoiding assumptions | Controlling your behavior II part 2 |
| The steps of anger management: STARRS (Stop and Think, Accept, Relax, Reframe, Solve) | TBI and anger |
| Using “I messages” to improve communication | Avoiding assumptions |
| Implement problem-solving approach with a “high stress” problem | The steps of Anger management: STARRS (Stop and Think, Accept, Relax, Reframe, Solve) |
| Using “I messages” to improve communication | |
| Implement problem-solving approach with a “high stress” problem | |
| Session 7—Listening, talking and reading non-verbal cues | Session 7—Reading non-verbal cues |
| Good listening | Reading non-verbal cues part 1 |
| Nonverbal communication-what signals are you sending (5 minutes) | Listening and talking part 2 |
| Problem solving with a TBI-related communication problem | Good listening |
| Nonverbal communication-what signals are you sending (5 minutes) | |
| Problem solving with a TBI-related communication problem | |
| Session 8—Social behavior and relationships | Session 8—Social behavior and relationships |
| Relationship challenges | Social behavior and relationships part 1 |
| Social information processing strategies | Social behavior and relationships part 2 |
| Tips for group entry | Relationship challenges |
| Integrating new skills with prior skills (e.g., STARRS, SMART, & ABCDE) | Social information processing strategies |
| Problem solving with a relationship-related problem | Tips for group entry |
| Integrating new skills with prior skills (e.g., STARRS, SMART, & ABCDE) | |
| Problem Solving with a relationship-related problem | |
| Session 9—Taking care of you | Session 9—Taking care of you |
| The effects of negative emotions on achieving goals | The effects of negative emotions on achieving goals |
| Controlling stress/taking care of yourself | Controlling stress/taking care of yourself |
| Practice with relaxation exercises | Practice with relaxation exercises |
| Problem-solving with a “stress management” problem | Problem-solving with a “stress management” problem |
| Session 10—Bringing it all together | Session 10—Bringing it all together |
| Review of goals that have been addressed | Review of goals that have been addressed |
| Discussion of unresolved goals/problems | Discussion of unresolved goals/problems |
| Planning for future transitions | Planning for future transitions |
| Supplemental—after high school | Supplemental—after high school |
| Supplemental—just siblings | Supplemental—just siblings |
| Supplemental—memory session | Supplemental—memory session |
| Supplemental—pain management | Supplemental—pain management |
| Supplemental—sleep session | Supplemental—sleep session |
| Supplemental—guilt, grief and caregiving | |
| Supplemental—marital communication | |
| Supplemental—parents and siblings | |
| Supplemental—talking with your teen |
Note. TBI = traumatic brain injury. Gray boxes represent sessions where both parents and adolescents video-conferenced with the therapists, whereas white boxes denote therapist-teen only sessions. Teen-only Sessions 3 and 5 were broken into two online modules that could be completed separately. However, content was reviewed in a single Skype session that paralleled the TOPS-Family session content.