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

by Friedberg, Robert D.; McClure, Jessica M.

• ISBN13: 9781572307230
• ISBN10: 1572307234
• Additional ISBN(s): 9781462535873
• Edition: 1st
• Format: Hardcover
• Copyright: 2002-01-03
• Publisher: The Guilford Press
• More Book Details

Summary

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.

Author Biography

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.

Table of Contents

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