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Clinical Practice of Cognitive Therapy with Children and Adolescents : The Nuts and Bolts

ISBN: 9781572307230 | 1572307234
Edition: 1st
Format: Trade Book
Publisher: The Guilford Press
Pub. Date: 1/3/2002

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SummaryTable of ContentsAuthor Biography
This lively, practical book offers a complete guide to doing cognitive therapy with children and adolescents. Within a clear-cut theoretical framework, the authors describe how to adapt cognitive therapy principles and procedures to the unique needs of children with a variety of presenting problems. The book starts with the fundamentals, demonstrating a systematic yet flexible approach to case conceptualization and treatment planning. Detailed guidelines are then presented to help the clinician introduce cognitive therapy to children and famili... MORE
Introduction
1(10)
Who Are We?
1(1)
Why Write a Book on Cognitive Therapy with Children and Adolescents?
... MORE		2(1)
What Will This Book Teach You?
2(1)
What Is Cognitive Therapy?
3(4)
What Are the Similarities between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
7(1)
What Are the Differences between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
7(2)
A Word about Our Transcripts and Examples
9(2)
Case Conceptualization
11(23)
Case Conceptualization: Once Is Never Enough
11(1)
Case Conceptualization and Treatment Planning
12(1)
Case Conceptualization and Diagnosis
12(1)
Case Conceptualization: ``Dressing Up'' the Client Picture
13(2)
Components of the Case Formulation
15(11)
Planning and Thinking Ahead: Provisional Formulation, Treatment Plan, and Expected Obstacles
26(1)
Case Conceptualization Example
27(6)
Conclusion
33(1)
Collaborative Empiricism and Guided Discovery
34(11)
Continuum of Collaboration and Guided Discovery
37(7)
Conclusion
44(1)
Session Structure
45(23)
Mood or Symptom Check-In
47(4)
Homework Review
51(3)
Agenda Setting
54(4)
Session Content
58(3)
Homework Assignment
61(1)
Eliciting Feedback
62(5)
Conclusion
67(1)
Introducing the Treatment Model and Identifying Problems
68(14)
Introducing the Treatment Model to Children
68(6)
Introducing the Treatment Model to Adolescents
74(3)
Identifying Problems with Children and Adolescents
77(4)
Conclusion
81(1)
Identifying and Connecting Feelings and Thoughts
82(21)
Identifying Feelings with Children and Adolescents
82(9)
Identifying Thoughts and Connecting Thoughts to Feelings
91(7)
Using the Content-Specificity Hypothesis to Guide Identifying Thoughts and Feelings
98(2)
Avoiding Confusion between Thoughts and Feelings
100(1)
Helping Children and Adolescents Complete a Daily Thought Record
100(2)
Conclusion
102(1)
Therapeutic Socratic Dialogues
103(22)
Considerations in Constructing a Therapeutic Socratic Dialogue
104(3)
Hints about Constructing a Socratic Dialogue
107(3)
Universal Definitions
110(6)
Metaphorical and Humorous Questions
116(8)
Conclusion
124(1)
Commonly Used Cognitive and Behavioral Techniques
125(21)
Dimensions of Cognitive-Behavioral Techniques
125(1)
Skill Acquisition (Psychoeducation) versus Skill Application (Psychotherapy)
126(1)
Basic Behavioral Tools
127(2)
Social Skills Training
129(8)
Basic Self-Instructional Techniques: Changing Thought Content
137(1)
Basic Rational Analysis Techniques: Changing Thought Content and Process
138(4)
Basic Exposure Therapy: Developing Self-Confidence through Performance Attainment
142(3)
Conclusion
145(1)
Creative Applications of Cognitive-Behavioral Therapy
146(21)
Storytelling
146(4)
Play Therapy Applications
150(5)
Games, Storybooks, Workbooks, and Making Masks
155(3)
Thought-Feeling Hoops
158(3)
Priming Exercises
161(5)
Conclusion
166(1)
Homework
167(13)
General Considerations in Assigning Homework
167(5)
Homework Noncompliance
172(7)
Conclusion
179(1)
Working with Depressed Children and Adolescents
180(38)
Symptoms of Depression
180(5)
Cultural and Gender Considerations
185(2)
Assessment of Depression
187(2)
Treatment of Depression: Choosing an Intervention Strategy
189(1)
Suicidality with Depressed Children and Adolescents
190(10)
Behavioral Interventions for Depression
200(6)
Problem Solving
206(1)
Self-Monitoring
207(2)
Self-Instructional Approaches
209(2)
Rational Analysis Techniques
211(6)
Conclusion
217(1)
Working with Anxious Children and Adolescents
218(45)
Symptoms of Anxiety in Youth
218(2)
Cultural and Gender Differences in Symptom Expression
220(2)
Assessment of Anxiety
222(1)
A Word on Medical Evaluations
223(1)
Choosing Interventions in Anxiety Disorders
223(3)
Self-Monitoring
226(4)
Relaxation Training
230(2)
Systematic Desensitization
232(3)
Social Skills Training
235(3)
Cognitive Self-Control
238(13)
Exposure
251(9)
Conclusion
260(3)
Working with Disruptive Children and Adolescents
263(36)
Common Symptoms of the Disruptive Disorders
263(2)
Cultural Context and Gender Issues
265(2)
Assessment of Disruptive Behavior Problems
267(1)
Treatment Approach
268(2)
Building Relationships with Disruptive Children and Adolescents
270(1)
Teaching Parents about Behavior Management and Family Problem Solving
271(5)
Education and Self-Monitoring
276(4)
Individual Problem Solving
280(2)
Time Projection
282(1)
Social Skills Training
283(2)
Empathy Training
285(1)
Self-Instructional Approaches
286(4)
Rational Analysis Techniques
290(4)
Moral Reasoning
294(2)
Exposure/Performance Attainment
296(2)
Conclusion
298(1)
Working with Parents
299(26)
Establishing Realistic Expectations for Behavior
299(3)
Helping Parents Define Problems
302(3)
Helping Parents Increase Their Child's Desirable Behaviors: ``I Just Want Him to Behave''
305(7)
Teaching Parents to Give Commands/Directions
312(2)
Linking Child Behavior to Parental Consequences: Contingency Management
314(4)
Helping Parents Deal with Their Child's Undesirable Behaviors
318(6)
Conclusion
324(1)
References325(18)
Index343
Robert D. Friedberg, PhD, is Associate Professor, Director of the Predoctoral Internship Program, and Director of the Preventing Anxiety and Depression in Youth Program (PANDY) at the Wright State University School of Professional Psychology. A clinical psychologist, Dr. Friedberg is the author of three other books on children and adolescents. He has published numerous articles in scholarly journals and delivered presentations on cognitive therapy with children and adolescents to professional audiences. Dr. Friedberg is a Founding Fellow in the Academy of Cognitive Therapy.

Jessica M. McClure, PsyD, works as a clinical psychologist specializing in the assessment and treatment of children and adolescents at the Children's Hospital Medical Center in Cincinnati, Ohio. She is an adjunct faculty member at the Wright State University School of Professional Psychology. Dr. McClure has coauthored presentations and articles on the treatment of children and adolescents and currently serves children and adolescents experiencing depression, anxiety, behavior problems, and developmental delays.


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