{"product_id":"a-clinicians-guide-to-cbt-for-children-to-young-adults-9781119396314","title":"A Clinicians Guide to CBT for Children to Young","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout this book xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xv\u003c\/p\u003e \u003cp\u003eOnline resources xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction and overview 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCBT as an intervention 1\u003c\/p\u003e \u003cp\u003eCBT as a preventative intervention 2\u003c\/p\u003e \u003cp\u003eCBT with younger children 3\u003c\/p\u003e \u003cp\u003eCBT with children and young people with learning difficulties 4\u003c\/p\u003e \u003cp\u003eTechnologically delivered CBT 5\u003c\/p\u003e \u003cp\u003eInvolving parents 6\u003c\/p\u003e \u003cp\u003eThe competencies to deliver child-focused CBT 7\u003c\/p\u003e \u003cp\u003eAssessing competence 8\u003c\/p\u003e \u003cp\u003eCognitive Behaviour Therapy Scale for Children and Young People 9\u003c\/p\u003e \u003cp\u003eCORE philosophy 13\u003c\/p\u003e \u003cp\u003eChild-centred 14\u003c\/p\u003e \u003cp\u003eOutcome-focused 15\u003c\/p\u003e \u003cp\u003eReflective 16\u003c\/p\u003e \u003cp\u003eEmpowering 17\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 PRECISE 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe therapeutic alliance 19\u003c\/p\u003e \u003cp\u003ePartnership 21\u003c\/p\u003e \u003cp\u003eEliciting the young person’s and parents’ understanding and views 22\u003c\/p\u003e \u003cp\u003eEncourages the young person to participate in decision making 23\u003c\/p\u003e \u003cp\u003eInvolves the young person and parents\/carers in planning the intervention 24\u003c\/p\u003e \u003cp\u003eEncourages the young person to provide feedback about sessions 25\u003c\/p\u003e \u003cp\u003eRight developmental level 25\u003c\/p\u003e \u003cp\u003eEnsures an optimal balance between cognitive and behavioural techniques 26\u003c\/p\u003e \u003cp\u003eUses simple, clear, jargon-free language 27\u003c\/p\u003e \u003cp\u003eUses a variety of verbal (direct and indirect approaches) and non-verbal techniques 28\u003c\/p\u003e \u003cp\u003eAppropriately involves parents\/carers\/others 28\u003c\/p\u003e \u003cp\u003eCourtney has anger outbursts 30\u003c\/p\u003e \u003cp\u003eEmpathy 30\u003c\/p\u003e \u003cp\u003eConveys interest and concern using active listening, reflection, and summaries 30\u003c\/p\u003e \u003cp\u003eAcknowledges and responds to emotional responses 32\u003c\/p\u003e \u003cp\u003eDemonstrates an open, respectful, non-judgemental, caring approach 33\u003c\/p\u003e \u003cp\u003eEmpathises with parents 34\u003c\/p\u003e \u003cp\u003eCreative 35\u003c\/p\u003e \u003cp\u003eTailors the concepts and methods of CBT around the interests of the young person 35\u003c\/p\u003e \u003cp\u003eUses a range of verbal and non-verbal methods 36\u003c\/p\u003e \u003cp\u003eCreatively uses a range of methods 37\u003c\/p\u003e \u003cp\u003eUtilises the preferred media of the young person 38\u003c\/p\u003e \u003cp\u003eInvestigation 39\u003c\/p\u003e \u003cp\u003eCreates a process of collaborative inquiry 39\u003c\/p\u003e \u003cp\u003eFully involves young people in the design of experiments 40\u003c\/p\u003e \u003cp\u003eHelps young people and parents\/carers to consider alternative explanations 41\u003c\/p\u003e \u003cp\u003eEncourages reflection 42\u003c\/p\u003e \u003cp\u003eSelf-efficacy 42\u003c\/p\u003e \u003cp\u003eIdentifies and highlights strengths and personal resources 43\u003c\/p\u003e \u003cp\u003eEncourages identification of helpful skills and strategies 44\u003c\/p\u003e \u003cp\u003eDevelops personal coping strategies 44\u003c\/p\u003e \u003cp\u003eReinforces use of new skills 45\u003c\/p\u003e \u003cp\u003eEnjoyable and engaging 45\u003c\/p\u003e \u003cp\u003eUses an appropriate mix of materials, activities, humour 46\u003c\/p\u003e \u003cp\u003eMaintains an appropriate balance between task and relationship-strengthening activities 46\u003c\/p\u003e \u003cp\u003eAttends to the young person’s interests and incorporates them into the intervention 47\u003c\/p\u003e \u003cp\u003ePresents as positive and hopeful 48\u003c\/p\u003e \u003cp\u003ePRECISE in practice 48\u003c\/p\u003e \u003cp\u003eElla’s obsessional thoughts 48\u003c\/p\u003e \u003cp\u003eJoshua’s negative thinking 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 A: Assessment and goals 51\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUndertakes a full assessment of the presenting problem 51\u003c\/p\u003e \u003cp\u003eCompliments assessment with routine outcome measures (ROMs) 53\u003c\/p\u003e \u003cp\u003eNegotiates goals and the dates when progress will be reviewed 55\u003c\/p\u003e \u003cp\u003eIdentification of goals 56\u003c\/p\u003e \u003cp\u003ePrioritisation of goals 57\u003c\/p\u003e \u003cp\u003eWhose goals? 57\u003c\/p\u003e \u003cp\u003eInappropriate goals 58\u003c\/p\u003e \u003cp\u003eUses diaries, thought bubbles, and rating scales 59\u003c\/p\u003e \u003cp\u003eSarah feels faint 59\u003c\/p\u003e \u003cp\u003eTick charts 60\u003c\/p\u003e \u003cp\u003eThought bubbles 60\u003c\/p\u003e \u003cp\u003eVisualisation 61\u003c\/p\u003e \u003cp\u003eStories 62\u003c\/p\u003e \u003cp\u003eRating scales 63\u003c\/p\u003e \u003cp\u003ePie charts 63\u003c\/p\u003e \u003cp\u003eTheo’s washing 64\u003c\/p\u003e \u003cp\u003eAssesses motivation and readiness to change 64\u003c\/p\u003e \u003cp\u003ePre-contemplation 65\u003c\/p\u003e \u003cp\u003eContemplation 67\u003c\/p\u003e \u003cp\u003ePreparation 67\u003c\/p\u003e \u003cp\u003eAction 68\u003c\/p\u003e \u003cp\u003eMaintenance 68\u003c\/p\u003e \u003cp\u003eRelapse 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 B: Behavioural 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUses behavioural techniques to facilitate therapeutic change 70\u003c\/p\u003e \u003cp\u003eDeveloping hierarchies 70\u003c\/p\u003e \u003cp\u003eGraded exposure 72\u003c\/p\u003e \u003cp\u003eResponse prevention 74\u003c\/p\u003e \u003cp\u003eJohn is worried about germs 75\u003c\/p\u003e \u003cp\u003eProblems when undertaking exposure 75\u003c\/p\u003e \u003cp\u003eYoung person avoidance 75\u003c\/p\u003e \u003cp\u003eClinician avoidance 76\u003c\/p\u003e \u003cp\u003eAnxiety does not come down 76\u003c\/p\u003e \u003cp\u003eIs the young person focusing on their anxiety? 77\u003c\/p\u003e \u003cp\u003eAre parents\/carers appropriately involved? 77\u003c\/p\u003e \u003cp\u003eUses behavioural techniques such as activity rescheduling and behavioural activation 77\u003c\/p\u003e \u003cp\u003eActivity rescheduling 77\u003c\/p\u003e \u003cp\u003eAlison feels down 78\u003c\/p\u003e \u003cp\u003eBehavioural activation 79\u003c\/p\u003e \u003cp\u003eProblems when undertaking behavioural activation 80\u003c\/p\u003e \u003cp\u003eI didn’t feel like doing it 80\u003c\/p\u003e \u003cp\u003eI did it, but I don’t feel any better 81\u003c\/p\u003e \u003cp\u003eI did it, but so what? 81\u003c\/p\u003e \u003cp\u003eIt’s not important 81\u003c\/p\u003e \u003cp\u003eProvides a clear rationale for using behavioural strategies 82\u003c\/p\u003e \u003cp\u003eIdentifies and implements reward and contingency plans 82\u003c\/p\u003e \u003cp\u003eModels, uses role play, structured problem-solving approaches, or skills training 85\u003c\/p\u003e \u003cp\u003eModel how to cope 85\u003c\/p\u003e \u003cp\u003eRole play 87\u003c\/p\u003e \u003cp\u003eProblem solving 88\u003c\/p\u003e \u003cp\u003eSkills training 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 C: Cognitions 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFacilitates cognitive awareness 92\u003c\/p\u003e \u003cp\u003eCognitive content 92\u003c\/p\u003e \u003cp\u003eLevels of cognitions 92\u003c\/p\u003e \u003cp\u003eFreya worries about making a fool of herself 93\u003c\/p\u003e \u003cp\u003eUses thought records and bubbles 96\u003c\/p\u003e \u003cp\u003eIdentifies functional and dysfunctional cognitions 98\u003c\/p\u003e \u003cp\u003eUnhelpful thoughts 99\u003c\/p\u003e \u003cp\u003eHelpful thoughts 99\u003c\/p\u003e \u003cp\u003eIdentifies common cognitive biases (‘thinking traps’) 99\u003c\/p\u003e \u003cp\u003eThe negative filter 100\u003c\/p\u003e \u003cp\u003eBlowing things up 100\u003c\/p\u003e \u003cp\u003ePredicting failure 101\u003c\/p\u003e \u003cp\u003eBeing down on yourself 101\u003c\/p\u003e \u003cp\u003eSetting yourself up to fail 101\u003c\/p\u003e \u003cp\u003eFacilitates thought challenging and perspective taking 102\u003c\/p\u003e \u003cp\u003eWhat is the evidence? 102\u003c\/p\u003e \u003cp\u003eThe 4Cs 103\u003c\/p\u003e \u003cp\u003eWhat would someone else say? 103\u003c\/p\u003e \u003cp\u003eJaz falls out with her friend 104\u003c\/p\u003e \u003cp\u003eFacilitates continuum work using rating scales 104\u003c\/p\u003e \u003cp\u003eUses techniques such as mindfulness, acceptance, and compassion 105\u003c\/p\u003e \u003cp\u003eMindfulness 105\u003c\/p\u003e \u003cp\u003eCompassion 107\u003c\/p\u003e \u003cp\u003eAcceptance 109\u003c\/p\u003e \u003cp\u003eKindness 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 D: Discovery 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFacilitates discovery and reflection through use of the Socratic dialogue 111\u003c\/p\u003e \u003cp\u003eThe Socratic dialogue 113\u003c\/p\u003e \u003cp\u003eWhat makes a good Socratic question? 116\u003c\/p\u003e \u003cp\u003eMike is worried about his cat 118\u003c\/p\u003e \u003cp\u003eCommon difficulties 120\u003c\/p\u003e \u003cp\u003eAlternative perspective taking and attending to new or overlooked information 122\u003c\/p\u003e \u003cp\u003ePerspective taking 122\u003c\/p\u003e \u003cp\u003eResponsibility pies 123\u003c\/p\u003e \u003cp\u003eJoshua’s accident 123\u003c\/p\u003e \u003cp\u003eAttends to overlooked information 124\u003c\/p\u003e \u003cp\u003eAnalogical comparisons 124\u003c\/p\u003e \u003cp\u003eSystematically testing the assumed relationship 125\u003c\/p\u003e \u003cp\u003eMarla worries she will pass germs to others 126\u003c\/p\u003e \u003cp\u003eBehavioural experiments and prediction testing 127\u003c\/p\u003e \u003cp\u003eCognition- and prediction-testing experiments 127\u003c\/p\u003e \u003cp\u003ePlanning a behavioural experiment 128\u003c\/p\u003e \u003cp\u003ePrediction-testing experiments: Caleb thinks he is a failure 129\u003c\/p\u003e \u003cp\u003eActive experiments: Laura’s social anxiety 130\u003c\/p\u003e \u003cp\u003eInformation gathering experiments: Adam’s formulation 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 E: Emotions 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDevelops emotional literacy by facilitating the identification of a range of emotions 133\u003c\/p\u003e \u003cp\u003eHelps to distinguish between different emotions and identifies key body signals 135\u003c\/p\u003e \u003cp\u003eBody signals 135\u003c\/p\u003e \u003cp\u003eFeeling diaries 135\u003c\/p\u003e \u003cp\u003eWilliam feels sad 136\u003c\/p\u003e \u003cp\u003eEmotional logs 137\u003c\/p\u003e \u003cp\u003eIsabella feels down 137\u003c\/p\u003e \u003cp\u003eRelaxation, guided imagery, controlled breathing, and calming activities 138\u003c\/p\u003e \u003cp\u003eProgressive muscle relaxation 139\u003c\/p\u003e \u003cp\u003eCalming imagery 141\u003c\/p\u003e \u003cp\u003eAisha’s calming image 141\u003c\/p\u003e \u003cp\u003eDiaphragmatic (controlled) breathing 142\u003c\/p\u003e \u003cp\u003eChange the feeling 143\u003c\/p\u003e \u003cp\u003ePhysical activity, letting feelings go, emotional metaphors, and imagery 144\u003c\/p\u003e \u003cp\u003ePhysical activity 144\u003c\/p\u003e \u003cp\u003eLet the feeling go 144\u003c\/p\u003e \u003cp\u003eEmotional metaphors 145\u003c\/p\u003e \u003cp\u003eEmotive imagery 145\u003c\/p\u003e \u003cp\u003eAnthony’s humorous image 146\u003c\/p\u003e \u003cp\u003eSelf-soothing, mind-games, and mindfulness 146\u003c\/p\u003e \u003cp\u003eSelf-soothing 146\u003c\/p\u003e \u003cp\u003eMind games 147\u003c\/p\u003e \u003cp\u003eMindfulness 147\u003c\/p\u003e \u003cp\u003eTalk with someone 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 F: Formulations 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProvides a coherent and understandable rationale for the use of CBT 149\u003c\/p\u003e \u003cp\u003eLinking thoughts, emotions, and behaviours 151\u003c\/p\u003e \u003cp\u003eMini-formulations (two- or three-system models) 151\u003c\/p\u003e \u003cp\u003eRhiannon is unhappy and scared 152\u003c\/p\u003e \u003cp\u003eMaintenance formulations 154\u003c\/p\u003e \u003cp\u003eNaomi cuts herself 154\u003c\/p\u003e \u003cp\u003eFour-system formulations 155\u003c\/p\u003e \u003cp\u003eAbdul’s anxiety 156\u003c\/p\u003e \u003cp\u003eRemember the strengths 157\u003c\/p\u003e \u003cp\u003eProvides an understanding of important past events and relationships (onset formulations) 158\u003c\/p\u003e \u003cp\u003eMary’s anxiety 161\u003c\/p\u003e \u003cp\u003eIncludes parental\/family factors in formulations 163\u003c\/p\u003e \u003cp\u003eSally’s anxiety 163\u003c\/p\u003e \u003cp\u003eActivities and goals\/targets are clearly linked to the formulation 165\u003c\/p\u003e \u003cp\u003eCommon problems 167\u003c\/p\u003e \u003cp\u003eDifficulty identifying thoughts or feelings 167\u003c\/p\u003e \u003cp\u003eIs it important to distinguish between different levels of cognitions? 168\u003c\/p\u003e \u003cp\u003eI can’t seem to put this together in a formulation 168\u003c\/p\u003e \u003cp\u003eI’m not sure if the formulation is right 169\u003c\/p\u003e \u003cp\u003eI can’t seem to find all the information to complete the formulation 169\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 G: General skills 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrepares and brings the necessary materials and equipment to the meeting 171\u003c\/p\u003e \u003cp\u003eManages the young person’s behaviour during sessions 172\u003c\/p\u003e \u003cp\u003eEnsures that sessions have an agenda and clear goals and are appropriately structured 174\u003c\/p\u003e \u003cp\u003eGeneral update 175\u003c\/p\u003e \u003cp\u003eOutcome measures update 175\u003c\/p\u003e \u003cp\u003eHome assignment review 175\u003c\/p\u003e \u003cp\u003eSession topic 176\u003c\/p\u003e \u003cp\u003eHome assignment 176\u003c\/p\u003e \u003cp\u003eSession summary and feedback 176\u003c\/p\u003e \u003cp\u003eEnsures good timekeeping so that all tasks are completed 177\u003c\/p\u003e \u003cp\u003eSessions are appropriately paced, flexible, and responsive 178\u003c\/p\u003e \u003cp\u003eResponsive 180\u003c\/p\u003e \u003cp\u003eGary is worried about germs 180\u003c\/p\u003e \u003cp\u003ePrepares for endings and relapse prevention 181\u003c\/p\u003e \u003cp\u003eRelapse prevention 181\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 H: Home assignments 185\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNegotiates home assignments 185\u003c\/p\u003e \u003cp\u003eAssignments are meaningful and related to the formulation 188\u003c\/p\u003e \u003cp\u003eAssignments are consistent with the young person’s developmental level 189\u003c\/p\u003e \u003cp\u003eAssignments are realistic, achievable, and safe 191\u003c\/p\u003e \u003cp\u003eRefers to goals when planning assignments and to rating scales when reviewing progress 193\u003c\/p\u003e \u003cp\u003eHarry wants to get fitter 193\u003c\/p\u003e \u003cp\u003eFatima’s unhelpful thoughts 194\u003c\/p\u003e \u003cp\u003eAssignments are reviewed and reflection encouraged 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Putting it together 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAnxiety 200\u003c\/p\u003e \u003cp\u003eEffectiveness 200\u003c\/p\u003e \u003cp\u003eRationale informing the intervention 200\u003c\/p\u003e \u003cp\u003eCore components of CBT interventions for anxiety disorders 201\u003c\/p\u003e \u003cp\u003eParents 202\u003c\/p\u003e \u003cp\u003eImportant cognitions 202\u003c\/p\u003e \u003cp\u003eDepression 203\u003c\/p\u003e \u003cp\u003eEffectiveness 203\u003c\/p\u003e \u003cp\u003eRationale informing the intervention 204\u003c\/p\u003e \u003cp\u003eCore components of CBT interventions for depression 205\u003c\/p\u003e \u003cp\u003eParents 206\u003c\/p\u003e \u003cp\u003eImportant cognitions 206\u003c\/p\u003e \u003cp\u003eObsessive-compulsive disorder (OCD) 207\u003c\/p\u003e \u003cp\u003eEffectiveness 207\u003c\/p\u003e \u003cp\u003eRationale informing the intervention 208\u003c\/p\u003e \u003cp\u003eCore components of CBT interventions for OCD 209\u003c\/p\u003e \u003cp\u003eParents 210\u003c\/p\u003e \u003cp\u003eImportant cognitions 210\u003c\/p\u003e \u003cp\u003ePost-traumatic stress disorder (PTSD) 210\u003c\/p\u003e \u003cp\u003eEffectiveness 210\u003c\/p\u003e \u003cp\u003eRationale informing the intervention 211\u003c\/p\u003e \u003cp\u003eCore components of CBT interventions for PTSD 211\u003c\/p\u003e \u003cp\u003eParents 212\u003c\/p\u003e \u003cp\u003eImportant cognitions 213\u003c\/p\u003e \u003cp\u003eWhen it doesn’t go right 213\u003c\/p\u003e \u003cp\u003eIs the young person motivated to change? 215\u003c\/p\u003e \u003cp\u003eSam’s costs of change 217\u003c\/p\u003e \u003cp\u003eAre the young person and their family engaged with the intervention? 219\u003c\/p\u003e \u003cp\u003eJade is anxious and depressed 221\u003c\/p\u003e \u003cp\u003eHow has the intervention been delivered? 224\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Resources 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Chain of Events 230\u003c\/p\u003e \u003cp\u003eThe Negative Trap 231\u003c\/p\u003e \u003cp\u003eFour systems 232\u003c\/p\u003e \u003cp\u003eHow did this happen? 233\u003c\/p\u003e \u003cp\u003eSession rating scale 234\u003c\/p\u003e \u003cp\u003eScales of change 235\u003c\/p\u003e \u003cp\u003eAnxiety intervention plan 236\u003c\/p\u003e \u003cp\u003eDepression intervention plan 237\u003c\/p\u003e \u003cp\u003eOCD intervention plan 238\u003c\/p\u003e \u003cp\u003ePTSD intervention plan 239\u003c\/p\u003e \u003cp\u003eMotivation 240\u003c\/p\u003e \u003cp\u003eEngagement 241\u003c\/p\u003e \u003cp\u003eIntervention delivery 242\u003c\/p\u003e \u003cp\u003eReflective practice 243\u003c\/p\u003e \u003cp\u003eThe Cognitive Behaviour Therapy Scale for Children and Young People (CBTS-CYP) 244\u003c\/p\u003e \u003cp\u003eBeating anxiety 259\u003c\/p\u003e \u003cp\u003eFighting back depression 264\u003c\/p\u003e \u003cp\u003eControlling worries and habits 270\u003c\/p\u003e \u003cp\u003eCoping with trauma 275\u003c\/p\u003e \u003cp\u003eReferences 279\u003c\/p\u003e \u003cp\u003eIndex 291 \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49407045566807,"sku":"9781119396314","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119396314.jpg?v=1730497988","url":"https:\/\/bookcurl.com\/products\/a-clinicians-guide-to-cbt-for-children-to-young-adults-9781119396314","provider":"Book Curl","version":"1.0","type":"link"}