Efnisyfirlit

• Cover
• Also Available
• Title Page
• Copyright Page
• About the Authors
• Preface
• Acknowledgments
• Contents
• 1. Introduction
  • What Is Cognitive Therapy?
  • What Are the Similarities between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
  • What Are the Differences between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
• 2. Case Conceptualization
  • Case Conceptualization: Once Is Never Enough
  • Case Conceptualization and Treatment Planning
  • Case Conceptualization and Diagnosis
  • Case Conceptualization: “Dressing Up” the Client Picture
  • Components of the Case Formulation
  • Planning and Thinking Ahead: Provisional Formulation, Treatment Plan, and Expected Obstacles
  • Case Conceptualization Example: Tessa
  • Case Conceptualization Example: Tatiana
  • Case Conceptualization Example: Victor
  • Case Conceptualization Example: Jackson
  • Conclusion
• 3. Collaborative Empiricism and Guided Discovery
  • Defining Collaboration
  • Defining Empiricism
  • Defining Guided Discovery
  • A Stance of Curiosity
  • The Continuum of Collaboration and Guided Discovery
  • Conclusion
• 4. Session Structure
  • What Do We Mean by “Session Structure”?
  • Why Is Session Structure So Important?
  • Mood or Symptom Check-In
  • Homework Review
  • Agenda Setting
  • Session Content
  • Homework Assignment
  • Eliciting Feedback
  • Conclusion
• 5. Introducing the Treatment Model and Identifying Problems
  • Introducing the Treatment Model to Children
  • Introducing the Treatment Model to Adolescents
  • Identifying Problems with Children and Adolescents
  • Conclusion
• 6. Identifying and Connecting Feelings and Thoughts
  • Identifying Feelings with Children and Adolescents
  • Identifying Thoughts and Connecting Thoughts to Feelings
  • Using the Content-Specificity Hypothesis to Guide Identifying Thoughts and Feelings
  • Avoiding Confusion between Thoughts and Feelings
  • Helping Children and Adolescents Complete a DTR
  • Conclusion
• 7. Therapeutic Socratic Dialogues
  • Systematic Questioning
  • Inductive Reasoning and Universal Definitions
  • Using Metaphor, Analogy, and Humorous Questions
  • Conclusion
• 8. Commonly Used Cognitive and Behavioral Techniques
  • Dimensions of Cognitive-Behavioral Techniques
  • Skill Acquisition (Psychoeducation) and Skill Application (Psychotherapy)
  • Basic Behavioral Tools
  • Social Skills Training
  • Contingency Management
  • Basic Problem-Solving Interventions
  • Basic Self-Instructional Techniques: Changing Thought Content
  • Basic Rational Analysis Techniques: Changing Thought Content and Process
  • Basic Exposure Therapy: Developing Self-Confidence through Performance Attainment
  • Conclusion
• 9. Creative Applications of Cognitive-Behavioral Therapy
  • Storytelling
  • Play Therapy Applications
  • Games, Storybooks, Workbooks, and Making Masks
  • Priming Exercises
  • Cognitive Restructuring and Behavioral Experiments
  • Conclusion
• 10. Homework
  • General Considerations in Assigning Homework
  • Homework Noncompliance
  • Conclusion
• 11. Working with Depressed Children and Adolescents
  • Symptoms of Depression
  • Cultural and Gender Considerations
  • Assessment of Depression
  • Treatment of Depression: Choosing an Intervention Strategy
  • Suicidality with Depressed Children and Adolescents
  • Behavioral Interventions for Depression
  • Problem Solving
  • Self-Monitoring Challenges
  • Self-Instructional Approaches
  • Rational Analysis Techniques
  • Conclusion
• 12. Working with Anxious Children and Adolescents
  • Symptoms of Anxiety in Youth
  • Cultural and Gender Differences in Symptom Expression
  • Assessment of Anxiety
  • Choosing Interventions for Anxiety Disorders
  • Self-Monitoring
  • Relaxation Training
  • Systematic Desensitization
  • Social Skills Training
  • Cognitive Self-Control
  • Exposure
  • Creating Exposure Opportunities
  • Conclusion
• 13. Working with Disruptive Children and Adolescents
  • Common Symptoms of the Disruptive Disorders
  • Cultural-Context and Gender Issues
  • Assessment of Disruptive Behavior Problems
  • Treatment Approach
  • Building Relationships with Disruptive Children and Adolescents
  • Education, Socialization to Treatment, and Self-Monitoring
  • Individual Problem Solving
  • Teaching Parents Family Problem Solving and Behavior Management
  • Time Projection
  • Social Skills Training
  • Empathy Training
  • Self-Instructional Approaches
  • Rational Analysis Techniques
  • Moral Reasoning
  • Exposure/Performance Attainment
  • Conclusion
• 14. Working with Youth Diagnosed with Autism Spectrum Disorder
  • Characteristics of ASD
  • Ethnocultural Issues
  • Assessment Recommendations
  • Interventions
  • Conclusion
• 15. Working with Parents
  • Cultural-Context Issues
  • Establishing Realistic Expectations for Behavior
  • Helping Parents Define Problems
  • Helping Parents Increase Their Child’s Desirable Behaviors: “I Just Want Him to Behave”
  • Teaching Parents to Give Commands and Directions
  • Linking Child Behavior to Parental Consequences: Contingency Management
  • Helping Parents Deal with Their Child’s Undesirable Behaviors
  • Conclusion
• 16. Cognitive-Behavioral Family Therapy
  • Cognitive-Behavioral Family Therapy Techniques
  • Behavioral Enactments
  • Conclusion
• Epilogue
  • Remain Scientifically Minded
  • Metabolize Theory
  • Stay in Good CBT Shape
  • Model the Model
  • Remember Gumby: Flexibility as a Therapeutic Virtue
  • Rely on the Empirical and Theoretical Literature Base, but Don’t Be Limited by It
  • Honor Clients’ Adversities
  • Acknowledge That Change Is Possible, Yet Often Slow and Deliberate: Balance Direction and Patience
  • Remember You Are Not Chuck Norris: You Can’t Do the Impossible
  • Be a CBT “Whisperer”
• References
• Index
• About Guilford Press
• Discover Related Guilford Books

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