A clinician's guide to CBT for children to young adults : a companion to think good, feel good and thinking good, and feeling better

A clinician's guide to CBT for children to young adults : a companion to think good, feel good and thinking good, and feeling better /

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Bibliographic Details
Main Author: Stallard, Paul, 1955- (Author)
Corporate Author: ProQuest (Firm)
Format: Electronic eBook
Language:English
Published: Hoboken, NJ : John Wiley & Sons, Inc., 2021.
Edition:Second edition.
Subjects:
Behavior therapy for children.
Cognitive therapy for children.
Behavior therapy for teenagers.
Cognitive therapy for teenagers.
Online Access:Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)

MARC

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100 1 |a Stallard, Paul,  |d 1955-  |e author. 
245 1 2 |a A clinician's guide to CBT for children to young adults :  |b a companion to think good, feel good and thinking good, and feeling better /  |c Paul Stallard. 
250 |a Second edition. 
264 1 |a Hoboken, NJ :  |b John Wiley & Sons, Inc.,  |c 2021. 
264 4 |c ©2021 
300 |a 1 online resource ( xvii, 300 pages) :  |b color illustrations 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
504 |a Includes bibliographical references and index. 
505 0 0 |a Machine generated contents note:   |g 1.  |t Introduction And Overview --   |t CBT as an intervention --   |t CBT as a preventative intervention --   |t CBT with younger children --   |t CBT with children and young people with learning difficulties --   |t Technologically delivered CBT --   |t Involving parents --   |t competencies to deliver child-focused CBT --   |t Assessing competence --   |t Cognitive Behaviour Therapy Scale for Children and Young People --   |t CORE philosophy --   |t Child-centred --   |t Outcome-focused --   |t Reflective --   |t Empowering --   |g 2.  |t Precise --   |t therapeutic alliance --   |t Partnership --   |t Eliciting the young person's and parents' understanding and views --   |t Encourages the young person to participate in decision making --   |t Involves the young person and parents/carers in planning the intervention --   |t Encourages the young person to provide feedback about sessions --   |t Right developmental level --   |t Ensures an optimal balance between cognitive and behavioural techniques --   |t Uses simple, clear, jargon-free language --   |t Uses a variety of verbal (direct and indirect approaches) and non-verbal techniques --   |t Appropriately involves parents/carers/others --   |t Courtney has anger outbursts --   |t Empathy --   |t Conveys interest and concern using active listening, reflection, and summaries --   |t Acknowledges and responds to emotional responses --   |t Demonstrates an open, respectful, non-judgemental, caring approach --   |t Empathises with parents --   |t Creative --   |t Tailors the concepts and methods of CBT around the interests of the young person --   |t Uses a range of verbal and non-verbal methods --   |t Creatively uses a range of methods --   |t Utilises the preferred media of the young person --   |t Investigation --   |t Creates a process of collaborative inquiry --   |t Fully involves young people in the design of experiments --   |t Helps young people and parents/carers to consider alternative explanations --   |t Encourages reflection --   |t Self-efficacy --   |t Identifies and highlights strengths and personal resources --   |t Encourages identification of helpful skills and strategies --   |t Develops personal coping strategies --   |t Reinforces use of new skills --   |t Enjoyable and engaging --   |t Uses an appropriate mix of materials, activities, humour --   |t Maintains an appropriate balance between task and relationship-strengthening activities --   |t Attends to the young person's interests and incorporates them into the intervention --   |t Presents as positive and hopeful --   |t Precise in practice --   |t Ella's obsessional thoughts --   |t Joshua's negative thinking --   |g 3.  |t A: Assessment And Goals --   |t Undertakes a full assessment of the presenting problem --   |t Compliments assessment with routine outcome measures (ROMs) --   |t Negotiates goals and the dates when progress will be reviewed --   |t Identification of goals --   |t Prioritisation of goals --   |t Whose goals? --   |t Inappropriate goals --   |t Uses diaries, thought bubbles, and rating scales --   |t Sarah feels faint --   |t Tick charts --   |t Thought bubbles --   |t Visualisation --   |t Stories --   |t Rating scales --   |t Pie charts --   |t Theo's washing --   |t Assesses motivation and readiness to change --   |t Pre-contemplation --   |t Contemplation --   |t Preparation --   |t Action --   |t Maintenance --   |t Relapse --   |g 4.  |t B: Behavioural --   |t Uses behavioural techniques to facilitate therapeutic change --   |t Developing hierarchies --   |t Graded exposure --   |t Response prevention --   |t John is worried about germs --   |t Problems when undertaking exposure --   |t Young person avoidance --   |t Clinician avoidance --   |t Anxiety does not come down --   |t Is the young person focusing on their anxiety? --   |t Are parents/carers appropriately involved? --   |t Uses behavioural techniques such as activity rescheduling and behavioural activation --   |t Activity rescheduling --   |t Alison feels down --   |t Behavioural activation --   |t Problems when undertaking behavioural activation --   |t I didn't feel like doing it --   |t I did it, but I don't feel any better --   |t I did it, but so what? --   |t It's not important --   |t Provides a clear rationale for using behavioural strategies --   |t Identifies and implements reward and contingency plans --   |t Models, uses role play, structured problem-solving approaches, or skills training --   |t Model how to cope --   |t Role play --   |t Problem solving --   |t Skills training --   |g 5.  |t C: Cognitions --   |t Facilitates cognitive awareness --   |t Cognitive content --   |t Levels of cognitions --   |t Freya worries about making a fool of herself --   |t Uses thought records and bubbles --   |t Identifies functional and dysfunctional cognitions --   |t Unhelpful thoughts --   |t Helpful thoughts --   |t Identifies common cognitive biases (`thinking traps') --   |t negative filter --   |t Blowing things up --   |t Predicting failure --   |t Being down on yourself --   |t Setting yourself up to fail --   |t Facilitates thought challenging and perspective taking --   |t What is the evidence? --   |t 4Cs --   |t What would someone else say? --   |t Jaz falls out with her friend --   |t Facilitates continuum work using rating scales --   |t Uses techniques such as mindfulness, acceptance, and compassion --   |t Mindfulness --   |t Compassion --   |t Acceptance --   |t Kindness --   |g 6.  |t D: Discovery --   |t Facilitates discovery and reflection through use of the Socratic dialogue --   |t Socratic dialogue --   |t What makes a good Socratic question? --   |t Mike is worried about his cat --   |t Common difficulties --   |t Alternative perspective taking and attending to new or overlooked information --   |t Perspective taking --   |t Responsibility pies --   |t Joshua's accident --   |t Attends to overlooked information --   |t Analogical comparisons --   |t Systematically testing the assumed relationship --   |t Maria worries she will pass germs to others --   |t Behavioural experiments and prediction testing --   |t Cognition- and prediction-testing experiments --   |t Planning a behavioural experiment --   |t Prediction-testing experiments: Caleb thinks he is a failure --   |t Active experiments: Laura's social anxiety --   |t Information gathering experiments: Adam's formulation --   |g 7.  |t E: Emotions --   |t Develops emotional literacy by facilitating the identification of a range of emotions --   |t Helps to distinguish between different emotions and identifies key body signals --   |t Body signals --   |t Feeling diaries --   |t William feels sad --   |t Emotional logs --   |t Isabella feels down --   |t Relaxation, guided imagery, controlled breathing, and calming activities --   |t Progressive muscle relaxation --   |t Calming imagery --   |t Aisha's calming image --   |t Diaphragmatic (controlled) breathing --   |t Change the feeling --   |t Physical activity, letting feelings go, emotional metaphors, and imagery --   |t Physical activity --   |t Let the feeling go --   |t Emotional metaphors --   |t Emotive imagery --   |t Anthony's humorous image --   |t Self-soothing, mind-games, and mindfulness --   |t Self-soothing --   |t Mind games --   |t Mindfulness --   |t Talk with someone --   |g 8.  |t F: Formulations --   |t Provides a coherent and understandable rationale for the use of CBT --   |t Linking thoughts, emotions, and behaviours --   |t Mini-formulations (two- or three-system models) --   |t Rhiannon is unhappy and scared --   |t Maintenance formulations --   |t Naomi cuts herself --   |t Four-system formulations --   |t Abdul's anxiety --   |t Remember the strengths --   |t Provides an understanding of important past events and relationships (onset formulations) --   |t Mary's anxiety --   |t Includes parental/family factors in formulations --   |t Sally's anxiety --   |t Activities and goals/targets are clearly linked to the formulation --   |t Common problems --   |t Difficulty identifying thoughts or feelings --   |t Is it important to distinguish between different levels of cognitions? --   |t I can't seem to put this together in a formulation --   |t I'm not sure if the formulation is right --   |t I can't seem to find all the information to complete the formulation --   |g 9.  |t G: General Skills --   |t Prepares and brings the necessary materials and equipment to the meeting --   |t Manages the young person's behaviour during sessions --   |t Ensures that sessions have an agenda and clear goals and are appropriately structured --   |t General update --   |t Outcome measures update --   |t Home assignment review --   |t Session topic --   |t Home assignment --   |t Session summary and feedback --   |t Ensures good timekeeping so that all tasks are completed --   |t Sessions are appropriately paced, flexible, and responsive --   |t Responsive --   |t Gary is worried about germs --   |t Prepares for endings and relapse prevention --   |t Relapse prevention --   |g 10.  |t H: Home Assignments --   |t Negotiates home assignments --   |t Assignments are meaningful and related to the formulation --   |t Assignments are consistent with the young person's developmental level --   |t Assignments are realistic, achievable, and safe --   |t Refers to goals when planning assignments and to rating scales when reviewing progress --   |t Harry wants to get fitter --   |t Fatima's unhelpful thoughts --   |t Assignments are reviewed and reflection encouraged --   |g 11.  |t Putting It Together --   |t Anxiety --   |t Effectiveness --   |t Rationale informing the intervention --   |t Core components of CBT interventions for anxiety disorders --   |t Parents --   |t Important cognitions --   |t Depression --   |t Effectiveness --   |t Rationale informing the intervention --   |t Core components of CBT interventions for depression --   |t Parents --   |t Important cognitions --   |t Obsessive-compulsive disorder (OCD) --   |t Effectiveness --   |t Rationale informing the intervention --   |t Core components of CBT interventions for OCD --   |t Parents --   |t Important cognitions --   |t Post-traumatic stress disorder (PTSD) --   |t Effectiveness --   |t Rationale informing the intervention --   |t Core components of CBT interventions for PTSD --   |t Parents --   |t Important cognitions --   |t When it doesn't go right --   |t Is the young person motivated to change? --   |t Sam's costs of change --   |t Are the young person and their family engaged with the intervention? --   |t Jade is anxious and depressed --   |t How has the intervention been delivered? --   |g 12.  |t Resources --   |t Chain of Events -- 
505 0 0 |a Contents note continued:   |t Negative Trap --   |t Four systems --   |t How did this happen? --   |t Session rating scale --   |t Scales of change --   |t Anxiety intervention plan --   |t Depression intervention plan --   |t OCD intervention plan --   |t PTSD intervention plan --   |t Motivation --   |t Engagement --   |t Intervention delivery --   |t Reflective practice --   |t Cognitive Behaviour Therapy Scale for Children and Young People (CBTS-CYP) --   |t Beating anxiety --   |t Fighting back depression --   |t Controlling worries and habits --   |t Coping with trauma. 
533 |a Electronic reproduction.  |b Ann Arbor, MI  |n Available via World Wide Web. 
588 |a Description based on online resource; title from digital title page (viewed on January 21, 2021). 
650 0 |a Behavior therapy for children. 
650 0 |a Cognitive therapy for children. 
650 0 |a Behavior therapy for teenagers. 
650 0 |a Cognitive therapy for teenagers. 
710 2 |a ProQuest (Firm) 
776 0 8 |i Print version:  |a Stallard, Paul, 1955-  |t A clinician's guide to think good, feel good  |b Second edition.  |d Hoboken, NJ : John Wiley & Sons, [2020]  |z 9781119396314  |w (DLC) 2020022832 
856 4 0 |u https://ebookcentral.proquest.com/lib/santaclara/detail.action?docID=6396351  |z Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)  |t 0 
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917 |a GOBI ProQuest DDA 
919 |a .ulebk  |b 2020-07-09 
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