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