Clinical Practice of Cognitive Therapy with Children and Adolescents
Námskeið
- E-802-KLBU Klínísk barna og unglingasálfræði
- SÁL229F Meðferð sálmeina barna og unglinga
Lýsing:
Widely regarded as the definitive practitioner reference and teaching text, this book provides a complete introduction to doing cognitive-behavioral therapy (CBT) with 6- to 18-year-olds. The authors offer a blueprint for formulating cases and tailoring treatment to each child's or adolescent's unique developmental and clinical needs. Coverage includes how to orient children and families to cognitive therapy, structure each session, and implement a wide range of CBT techniques.
Rich case material illustrates ways that CBT can help children struggling with specific emotional and behavioral problems. Reproducible forms and handouts can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Incorporates the latest advances in CBT with youth and gives increased attention to cultural issues, including new case examples. *Chapter on working with patients with autism spectrum disorder.
Annað
- Höfundar: Robert D. Friedberg, Jessica M. McClure
- Útgáfa:2
- Útgáfudagur: 2015-05-22
- Blaðsíður: 494
- Hægt að prenta út 30 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781462519828
- Print ISBN: 9781462535873
- ISBN 10: 1462519822
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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- Gerð : 208
- Höfundur : 8728
- Útgáfuár : 2015
- Leyfi : 379