9781572307230

An ideal teaching text or practitioner reference, this book offers a complete introduction to doing cognitive therapy with children and adolescents. A systematic yet flexible approach to case conceptualization and treatment planning is presented. The authors review the essentials of orienting children and families to cognitive therapy, structuring each session, and implementing commonly used cognitive and behavioral techniques. Concluding chapters describe strategies for addressing specific clinical problems: depression, anxiety, and disruptive behavior.

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.

Introduction

1

(10)

Who Are We?

1

(1)

Why Write a Book on Cognitive Therapy with Children and Adolescents?

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)

References

325

(18)

Index

343

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Clinical Practice of Cognitive Therapy with Children and Adolescents, First Ed The Nuts and Bolts

Clinical Practice of Cognitive Therapy with Children and Adolescents, First Ed The Nuts and Bolts

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Summary

Author Biography

Table of Contents

Supplemental Materials