{"product_id":"cbt-for-appearance-anxiety-9781118523421","title":"CBT for Appearance Anxiety","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis clinical manual provides a stepped-care CBT-based psychosocial intervention for use with individuals anxious about their appearance due to a disfigurement or another visible difference. It describes a detailed clinical intervention that includes practical advice on assessment and session-by-session guidance for addressing common issues.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“This book is perhaps most useful for those working with individuals where appearance anxiety is the result of an observable visible disfigurements as this is clearly the main focus of the book.”  (\u003ci\u003eBehavioral and Cognitive Psychotherapy\u003c\/i\u003e\u003ci\u003e, 1 May 2014)\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eForeword xv\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePreface xvi\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Background, Clinical Problems, Common Presentation and Treatment Considerations 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical and Treatment-Related Factors 3\u003c\/p\u003e \u003cp\u003eSocio-Cultural Factors 3\u003c\/p\u003e \u003cp\u003ePsychological Factors and Processes 3\u003c\/p\u003e \u003cp\u003eBody Image Disturbance 3\u003c\/p\u003e \u003cp\u003eClinical Problems and Presentation 4\u003c\/p\u003e \u003cp\u003eCommon Features in Referral 8\u003c\/p\u003e \u003cp\u003eVisibility of Condition 8\u003c\/p\u003e \u003cp\u003eShame 9\u003c\/p\u003e \u003cp\u003eThe Meaning of Visible Difference 9\u003c\/p\u003e \u003cp\u003eThe Experience of Loss 9\u003c\/p\u003e \u003cp\u003ePhysiological Responses 10\u003c\/p\u003e \u003cp\u003eCulture 10\u003c\/p\u003e \u003cp\u003eGender 11\u003c\/p\u003e \u003cp\u003eAge 11\u003c\/p\u003e \u003cp\u003eExpectations of Treatment 11\u003c\/p\u003e \u003cp\u003eAssociation of Physical Change with Psychological Outcome 12\u003c\/p\u003e \u003cp\u003eFix It Solutions 12\u003c\/p\u003e \u003cp\u003eTreatment Considerations 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 A Stepped-Care Approach to Psychosocial Intervention 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe PLISSIT Model 16\u003c\/p\u003e \u003cp\u003eLevel 1: Permission 16\u003c\/p\u003e \u003cp\u003eLevel 2: Limited Information 18\u003c\/p\u003e \u003cp\u003eLevel 3: Specific Suggestions 18\u003c\/p\u003e \u003cp\u003eLevel 4: Intensive Treatment 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Models and Frameworks: Expanding the Conceptual Approach to Managing Appearance-Related Distress 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExplanation for Choice of Therapeutic Approach 22\u003c\/p\u003e \u003cp\u003eBehavioural Approaches: Fear Avoidance and Social Skills Training 22\u003c\/p\u003e \u003cp\u003eBuilding an Evidence Base 25\u003c\/p\u003e \u003cp\u003eCognitive Approaches: Comparison of Appearance Anxiety and Social Phobia 26\u003c\/p\u003e \u003cp\u003eUse of Safety Behaviours 28\u003c\/p\u003e \u003cp\u003eAnticipatory and Post-Event Processing 29\u003c\/p\u003e \u003cp\u003eThe Role of Assumptions and Schema in Appearance Anxiety 32\u003c\/p\u003e \u003cp\u003eSummary 33\u003c\/p\u003e \u003cp\u003eDeriving a Cognitive Behavioural Treatment Model: Identifying Factors and Processes\u003c\/p\u003e \u003cp\u003eContributing to Successful Adjustment to Disfiguring Conditions 34\u003c\/p\u003e \u003cp\u003eWorking Framework of Adjustment to Disfiguring Conditions 34\u003c\/p\u003e \u003cp\u003eThe ARC Framework of Adjustment to Disfiguring Conditions 34\u003c\/p\u003e \u003cp\u003ePredisposing Factors 35\u003c\/p\u003e \u003cp\u003eIntervening Cognitive Processing 36\u003c\/p\u003e \u003cp\u003eSocio-Cognitive Processing 37\u003c\/p\u003e \u003cp\u003eOutcomes 41\u003c\/p\u003e \u003cp\u003eThe ARC Research Programme Findings 43\u003c\/p\u003e \u003cp\u003eThe Studies 43\u003c\/p\u003e \u003cp\u003eSummary of Findings 43\u003c\/p\u003e \u003cp\u003eKey Messages from the Research Programme 45\u003c\/p\u003e \u003cp\u003eImplication of These Findings for Design of Interventions 45\u003c\/p\u003e \u003cp\u003eSummary 47\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Clinical Assessment 48\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEliciting the Problem 49\u003c\/p\u003e \u003cp\u003eSummarizing 51\u003c\/p\u003e \u003cp\u003eMotivation and Self-Efficacy 52\u003c\/p\u003e \u003cp\u003eReadiness for Change 53\u003c\/p\u003e \u003cp\u003eMeasurement Tools 55\u003c\/p\u003e \u003cp\u003eGeneric Measures of Psychological Constructs (as used in the ARC Study) 55\u003c\/p\u003e \u003cp\u003eMeasures of Psychological Constructs Specifically Related to Appearance 57\u003c\/p\u003e \u003cp\u003eMeasures of Body Image 58\u003c\/p\u003e \u003cp\u003eMeasures of Psychological Constructs Specifically Related to a Condition Type 58\u003c\/p\u003e \u003cp\u003eBody Dysmorphic Disorder (BDD) 59\u003c\/p\u003e \u003cp\u003eCore Clinical Dataset 59\u003c\/p\u003e \u003cp\u003eRegular Subjective Measures of Frequency for Events, Thoughts and Feelings 60\u003c\/p\u003e \u003cp\u003eGoal Setting 61\u003c\/p\u003e \u003cp\u003eThe SMART Acronym 61\u003c\/p\u003e \u003cp\u003eChallenges in Treatment for Appearance-Related Problems 62\u003c\/p\u003e \u003cp\u003eIntroducing a Biopsychosocial Model 62\u003c\/p\u003e \u003cp\u003eTreatment ‘buy-in’ 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Social Skills and Coping Strategies 64\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStaring, Questions, Comments and Loss of Anonymity 66\u003c\/p\u003e \u003cp\u003eMaking the Most of Appearance 66\u003c\/p\u003e \u003cp\u003eDeveloping a Positive Approach to Visible Difference 67\u003c\/p\u003e \u003cp\u003ePosture, Smiling and Eye Contact 67\u003c\/p\u003e \u003cp\u003eDeveloping Verbal Skills 68\u003c\/p\u003e \u003cp\u003eLearning to Have a Conversation 68\u003c\/p\u003e \u003cp\u003eAnswering Questions About Appearance 68\u003c\/p\u003e \u003cp\u003eManaging Staring 70\u003c\/p\u003e \u003cp\u003ePutting it into Practice 71\u003c\/p\u003e \u003cp\u003eTaking the Initiative in Social Encounters 72\u003c\/p\u003e \u003cp\u003eManaging Anger and Developing Assertiveness 73\u003c\/p\u003e \u003cp\u003eAnger 73\u003c\/p\u003e \u003cp\u003eManaging Intimacy 75\u003c\/p\u003e \u003cp\u003eDisclosing a Disfiguring Condition to a Partner 75\u003c\/p\u003e \u003cp\u003eSummary 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Cognitive Behavioural Therapy 78\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTechniques in Cognitive Behavioural Therapy 79\u003c\/p\u003e \u003cp\u003eSocratic Dialogue 79\u003c\/p\u003e \u003cp\u003eEliciting Negative Automatic Thoughts 82\u003c\/p\u003e \u003cp\u003eUnhelpful Beliefs Record Form 84\u003c\/p\u003e \u003cp\u003eNegative Automatic Thinking Styles Associated with Anxiety 84\u003c\/p\u003e \u003cp\u003eTriple Column Technique 87\u003c\/p\u003e \u003cp\u003ePie Charts 87\u003c\/p\u003e \u003cp\u003eManipulating Safety Behaviours 88\u003c\/p\u003e \u003cp\u003eAnxiety management techniques 88\u003c\/p\u003e \u003cp\u003eTarget, Tools, Troubleshoot, Test 89\u003c\/p\u003e \u003cp\u003eCost–Benefit Analyses 90\u003c\/p\u003e \u003cp\u003eSome Techniques for Dealing with Appearance-Related Self-Criticism and Shame 93\u003c\/p\u003e \u003cp\u003eFunctional Analysis of Self-Criticism 94\u003c\/p\u003e \u003cp\u003eIdentifying the power of self-criticism 94\u003c\/p\u003e \u003cp\u003eSummary 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Planning Treatment and Sessional Guides 98\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 102\u003c\/p\u003e \u003cp\u003eWorking at Level 1 102\u003c\/p\u003e \u003cp\u003eWorking at Level 2 104\u003c\/p\u003e \u003cp\u003eWorking at Level 3 105\u003c\/p\u003e \u003cp\u003eSession 1 106\u003c\/p\u003e \u003cp\u003eStructure Outline 106\u003c\/p\u003e \u003cp\u003eWorking at Level 3 Using FaceIT (www.faceitonline.org.uk) 108\u003c\/p\u003e \u003cp\u003eWorking at Level 4 using CBT 108\u003c\/p\u003e \u003cp\u003ePlanning Treatment and Sessional Guides 108\u003c\/p\u003e \u003cp\u003eClinical Examples 112\u003c\/p\u003e \u003cp\u003eExample 7.4 112\u003c\/p\u003e \u003cp\u003eSession 1 112\u003c\/p\u003e \u003cp\u003eSession 2 116\u003c\/p\u003e \u003cp\u003eReview Data 116\u003c\/p\u003e \u003cp\u003eSet Agenda 116\u003c\/p\u003e \u003cp\u003eRestatement of Formulation 117\u003c\/p\u003e \u003cp\u003eElicit Patient Understanding 118\u003c\/p\u003e \u003cp\u003eSession 3 118\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 118\u003c\/p\u003e \u003cp\u003eSet Agenda 119\u003c\/p\u003e \u003cp\u003eIntroduction to Answering Questions About Her Face 119\u003c\/p\u003e \u003cp\u003eRole of Self-Focused Attention Discussed 119\u003c\/p\u003e \u003cp\u003eTTTT 119\u003c\/p\u003e \u003cp\u003eHomework 119\u003c\/p\u003e \u003cp\u003eSession 4 119\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 119\u003c\/p\u003e \u003cp\u003eSet Agenda 120\u003c\/p\u003e \u003cp\u003eReattribution of Beliefs 120\u003c\/p\u003e \u003cp\u003eDesign Behavioural Experiments 121\u003c\/p\u003e \u003cp\u003eHomework 121\u003c\/p\u003e \u003cp\u003eSession 5 121\u003c\/p\u003e \u003cp\u003eReview of Homework 121\u003c\/p\u003e \u003cp\u003eSet Agenda 121\u003c\/p\u003e \u003cp\u003eStrategies for Attentional Training 122\u003c\/p\u003e \u003cp\u003eDevelopment of Personal Coping Approaches 122\u003c\/p\u003e \u003cp\u003eHomework 122\u003c\/p\u003e \u003cp\u003eSession 6 122\u003c\/p\u003e \u003cp\u003eReview of Homework 122\u003c\/p\u003e \u003cp\u003eMeasure Noticeability and Worry 122\u003c\/p\u003e \u003cp\u003eReattribution of Beliefs 122\u003c\/p\u003e \u003cp\u003eFeedback from Behavioural Experiments 122\u003c\/p\u003e \u003cp\u003eDevelopment of Personal Coping Approaches 123\u003c\/p\u003e \u003cp\u003eHomework 123\u003c\/p\u003e \u003cp\u003eSession 7 123\u003c\/p\u003e \u003cp\u003eReview of Homework 123\u003c\/p\u003e \u003cp\u003eSet Agenda 123\u003c\/p\u003e \u003cp\u003eSchema-Focused Reattribution 123\u003c\/p\u003e \u003cp\u003ePreparation for Ending 123\u003c\/p\u003e \u003cp\u003eHomework 123\u003c\/p\u003e \u003cp\u003eSession 8 124\u003c\/p\u003e \u003cp\u003eReview of Homework 124\u003c\/p\u003e \u003cp\u003eSchema-Focused Reattribution 124\u003c\/p\u003e \u003cp\u003ePlanning for Ending 124\u003c\/p\u003e \u003cp\u003eHomework 124\u003c\/p\u003e \u003cp\u003eSession 9 124\u003c\/p\u003e \u003cp\u003eHomework 124\u003c\/p\u003e \u003cp\u003eAgenda 124\u003c\/p\u003e \u003cp\u003eOutcome 125\u003c\/p\u003e \u003cp\u003eExample 7.5 126\u003c\/p\u003e \u003cp\u003eSession 1 126\u003c\/p\u003e \u003cp\u003eSummary 129\u003c\/p\u003e \u003cp\u003eSession 2 130\u003c\/p\u003e \u003cp\u003eReview Data 130\u003c\/p\u003e \u003cp\u003eIntroduction to Social Comparison Processes 130\u003c\/p\u003e \u003cp\u003eRestatement of Formulation 130\u003c\/p\u003e \u003cp\u003eElicit Patient Understanding 131\u003c\/p\u003e \u003cp\u003eIntroduction to Compassionate Thinking 132\u003c\/p\u003e \u003cp\u003eHomework 132\u003c\/p\u003e \u003cp\u003eSession 3 132\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 132\u003c\/p\u003e \u003cp\u003eSet Agenda 132\u003c\/p\u003e \u003cp\u003eTTTT 132\u003c\/p\u003e \u003cp\u003eIntroduction to NATs 132\u003c\/p\u003e \u003cp\u003eSection 4 133\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 134\u003c\/p\u003e \u003cp\u003eSet Agenda 134\u003c\/p\u003e \u003cp\u003eReattribution of Beliefs 136\u003c\/p\u003e \u003cp\u003eDesign Behavioural Experiments 136\u003c\/p\u003e \u003cp\u003eSession 5 137\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 137\u003c\/p\u003e \u003cp\u003eSet Agenda 137\u003c\/p\u003e \u003cp\u003eSession 6 137\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 137\u003c\/p\u003e \u003cp\u003eSet Agenda and Review Progress 138\u003c\/p\u003e \u003cp\u003eMeasure Noticeability and Worry 138\u003c\/p\u003e \u003cp\u003eReattribution of Beliefs 138\u003c\/p\u003e \u003cp\u003eFeedback from Behavioural Experiments (Disclosure) 138\u003c\/p\u003e \u003cp\u003eHomework 138\u003c\/p\u003e \u003cp\u003eSessions 7, 8 and 9 138\u003c\/p\u003e \u003cp\u003eReview of Homework and Development of Final Reformulation (See Figure 7.13) 138\u003c\/p\u003e \u003cp\u003eSet Agenda 139\u003c\/p\u003e \u003cp\u003eFocus on Schema-Focused Reattribution 139\u003c\/p\u003e \u003cp\u003eSession 10 140\u003c\/p\u003e \u003cp\u003eOutcome 140\u003c\/p\u003e \u003cp\u003eExample 7.6 140\u003c\/p\u003e \u003cp\u003eSession 1 140\u003c\/p\u003e \u003cp\u003eSummary 144\u003c\/p\u003e \u003cp\u003eSession 2 144\u003c\/p\u003e \u003cp\u003eReview Data 144\u003c\/p\u003e \u003cp\u003eNoticeability and Worry Graph 145\u003c\/p\u003e \u003cp\u003eSet Agenda 145\u003c\/p\u003e \u003cp\u003eIntroduction to Social Comparison Processes 146\u003c\/p\u003e \u003cp\u003eSelf-Efficacy 146\u003c\/p\u003e \u003cp\u003eSafety Behaviours 146\u003c\/p\u003e \u003cp\u003eRestatement of Formulation 146\u003c\/p\u003e \u003cp\u003eHomework 147\u003c\/p\u003e \u003cp\u003eSession 3 147\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 147\u003c\/p\u003e \u003cp\u003eSet Agenda 147\u003c\/p\u003e \u003cp\u003eTTTT 147\u003c\/p\u003e \u003cp\u003eAnxiety Management 148\u003c\/p\u003e \u003cp\u003eIntroduction to NATs 148\u003c\/p\u003e \u003cp\u003eHomework 148\u003c\/p\u003e \u003cp\u003eSession 4 148\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 148\u003c\/p\u003e \u003cp\u003eSet Agenda 148\u003c\/p\u003e \u003cp\u003eDesign Behavioural Experiments 149\u003c\/p\u003e \u003cp\u003eHomework 149\u003c\/p\u003e \u003cp\u003eSession 5 149\u003c\/p\u003e \u003cp\u003eReview of Homework 149\u003c\/p\u003e \u003cp\u003eSet Agenda 149\u003c\/p\u003e \u003cp\u003eHomework 149\u003c\/p\u003e \u003cp\u003eSession 6 150\u003c\/p\u003e \u003cp\u003eReview of Homework 150\u003c\/p\u003e \u003cp\u003eSet Agenda 150\u003c\/p\u003e \u003cp\u003eMeasure Noticeability and Worry 150\u003c\/p\u003e \u003cp\u003eDesign of Behavioural Experiments 151\u003c\/p\u003e \u003cp\u003eTTTT: Role Play Her Response If Her Breasts Are Mentioned 151\u003c\/p\u003e \u003cp\u003eHomework 151\u003c\/p\u003e \u003cp\u003eSession 7 151\u003c\/p\u003e \u003cp\u003eReview of Homework 151\u003c\/p\u003e \u003cp\u003eSet Agenda 151\u003c\/p\u003e \u003cp\u003eFocus on Reattribution 151\u003c\/p\u003e \u003cp\u003ePreparation for Ending 152\u003c\/p\u003e \u003cp\u003eHomework 152\u003c\/p\u003e \u003cp\u003eSessions 8, 9 and 10 152\u003c\/p\u003e \u003cp\u003eSession 11 152\u003c\/p\u003e \u003cp\u003eHomework 154\u003c\/p\u003e \u003cp\u003eAgenda 154\u003c\/p\u003e \u003cp\u003eOutcome 154\u003c\/p\u003e \u003cp\u003eExample 7.7 154\u003c\/p\u003e \u003cp\u003eSession 1 154\u003c\/p\u003e \u003cp\u003eSummary 157\u003c\/p\u003e \u003cp\u003eSession 2 157\u003c\/p\u003e \u003cp\u003eReview Data 157\u003c\/p\u003e \u003cp\u003ePlan Homework 158\u003c\/p\u003e \u003cp\u003eTherapeutic Buddy 158\u003c\/p\u003e \u003cp\u003eHomework 158\u003c\/p\u003e \u003cp\u003eSession 3 158\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 158\u003c\/p\u003e \u003cp\u003eHomework 159\u003c\/p\u003e \u003cp\u003eSession 4 160\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 160\u003c\/p\u003e \u003cp\u003eSet Agenda 160\u003c\/p\u003e \u003cp\u003eSet Homework 160\u003c\/p\u003e \u003cp\u003eSession 5 160\u003c\/p\u003e \u003cp\u003eReview of Homework 160\u003c\/p\u003e \u003cp\u003eSet Agenda 160\u003c\/p\u003e \u003cp\u003eHomework 161\u003c\/p\u003e \u003cp\u003eSession 6 161\u003c\/p\u003e \u003cp\u003eReview of Homework and Reformulation 161\u003c\/p\u003e \u003cp\u003eSet Agenda 161\u003c\/p\u003e \u003cp\u003eCompletion of Rating Scales and Outcomes 161\u003c\/p\u003e \u003cp\u003eSessions 7 and 8 161\u003c\/p\u003e \u003cp\u003eSet Agenda 161\u003c\/p\u003e \u003cp\u003eSession 9 162\u003c\/p\u003e \u003cp\u003eCompletion of Rating Scales and Outcomes 162\u003c\/p\u003e \u003cp\u003eSummary and Feedback 162\u003c\/p\u003e \u003cp\u003eOutcome 162\u003c\/p\u003e \u003cp\u003eLong-Term Outcome and Maintenance of Change 162\u003c\/p\u003e \u003cp\u003eComplete Maintenance 162\u003c\/p\u003e \u003cp\u003ePartial Maintenance 163\u003c\/p\u003e \u003cp\u003eSlip-Back and Sub-maintenance 163\u003c\/p\u003e \u003cp\u003eSlip-Back and Failure 163\u003c\/p\u003e \u003cp\u003eSocial Support and Therapeutic Partners 164\u003c\/p\u003e \u003cp\u003eSummary 164\u003c\/p\u003e \u003cp\u003eAdditional Resources 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 The Emerging Adult: Facilitating Transition from Child to Adult Service 166\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 167\u003c\/p\u003e \u003cp\u003eIntroducing the Problem of Transition 167\u003c\/p\u003e \u003cp\u003eTransition from the Young Person’s Perspective 168\u003c\/p\u003e \u003cp\u003eTransition from the Parents’ Perspective 168\u003c\/p\u003e \u003cp\u003eTransition from the Health Professionals’ Perspective 168\u003c\/p\u003e \u003cp\u003eGuidance for Improving Transitional Care 169\u003c\/p\u003e \u003cp\u003eIssues Pertinent to Caring for Young People with Appearance Concerns 170\u003c\/p\u003e \u003cp\u003eThe Salience of Appearance to Young People 170\u003c\/p\u003e \u003cp\u003eReluctance to Seek or Accept Support 171\u003c\/p\u003e \u003cp\u003eFactors that Can Promote Adjustment to a Visible Difference among Young People 171\u003c\/p\u003e \u003cp\u003eRomantic Issues 173\u003c\/p\u003e \u003cp\u003eTransition as an Opportunity for Those with a Visible Difference 174\u003c\/p\u003e \u003cp\u003eConcluding Remarks 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Psychological Assessment for Cosmetic Surgery 176\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003eIs Cosmetic Surgery Effective? 177\u003c\/p\u003e \u003cp\u003eAccess to Surgery in the NHS 178\u003c\/p\u003e \u003cp\u003ePsychological Screening by the Surgeon 179\u003c\/p\u003e \u003cp\u003eNICE Guidelines 179\u003c\/p\u003e \u003cp\u003eOnward Referral 179\u003c\/p\u003e \u003cp\u003eWhat Does the Surgeon Want from a Psychological Assessment? 180\u003c\/p\u003e \u003cp\u003eWhat Does the Patient Want from a Psychological Assessment? 181\u003c\/p\u003e \u003cp\u003eA Framework for Psychological Assessment 181\u003c\/p\u003e \u003cp\u003eCase Examples 183\u003c\/p\u003e \u003cp\u003eCommon Problems in Referral 189\u003c\/p\u003e \u003cp\u003eLiaising with the GP 189\u003c\/p\u003e \u003cp\u003eHealth Professionals’ Knowledge of Cosmetic Procedures 189\u003c\/p\u003e \u003cp\u003eSummary 190\u003c\/p\u003e \u003cp\u003eAdditional Resources 190\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Models of Service Delivery 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLay-Led Support 192\u003c\/p\u003e \u003cp\u003eSpecialist Services 192\u003c\/p\u003e \u003cp\u003eOutlook 192\u003c\/p\u003e \u003cp\u003eEmbedded Services 192\u003c\/p\u003e \u003cp\u003eRoyal Free Hospital, London 192\u003c\/p\u003e \u003cp\u003eAccess to Psychology Services 192\u003c\/p\u003e \u003cp\u003eAccess to Mental Health Services 193\u003c\/p\u003e \u003cp\u003eMapping Service Models onto Stepped Care 193\u003c\/p\u003e \u003cp\u003eAppendix 194\u003c\/p\u003e \u003cp\u003eResources 272\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003eIndex 293\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49406885200215,"sku":"9781118523421","price":39.85,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118523421.jpg?v=1730497444","url":"https:\/\/bookcurl.com\/products\/cbt-for-appearance-anxiety-9781118523421","provider":"Book Curl","version":"1.0","type":"link"}