{"product_id":"a-clinicians-guide-to-cbt-for-children-to-young-adults-isbn-9781119396314","title":"A Clinician's Guide to CBT for Children to Young Adults","description":"\u003cp\u003e\u003cb\u003eA powerful and insightful clinical resource for CBT practitioners who work with children and young adults\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe newly updated and thoroughly revised Second Edition of this companion to \u003ci\u003eThink Good, Feel Good\u003c\/i\u003e and \u003ci\u003eThinking Good, Feeling Better\u003c\/i\u003e delivers guidance for clinicians using the author's seminal workbooks. This companion work builds upon the workbook materials by offering readers instruction on all aspects of the therapeutic process and a wide range of case studies highlighting specific therapies in action.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eA Clinician's Guide\u003c\/i\u003e covers topics including parental involvement, key cognitive distortions in children, formulations, challenging thoughts, guided discovery, and the use of imagery. The author also includes a chapter focusing on common potential problems that arise in therapy and strategies to overcome them.\u003c\/p\u003e \u003cp\u003eThe book highlights the underlying philosophy, process, and core skills of employing CBT with children and young people. Readers will appreciate the competency framework, which describes the CORE philosophy, PRECISE process, and the ABCs of specific techniques. The book also includes:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eAdditional materials and handouts for use in therapy, including psycho-educational materials for children and parents on common problems, like depression, OCD, PTSD, and anxiety\u003c\/li\u003e \u003cli\u003eDownloadable, multi-use worksheets for use in the clinician's therapeutic sessions\u003c\/li\u003e \u003cli\u003ePractical, real-world case examples that shed light on the techniques and strategies discussed in the book\u003c\/li\u003e \u003cli\u003eA systematic approach to the use of cognitive behavioural therapy to treat common psychological problems\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePerfect for professionals and trainees in child and adolescent mental health, like psychiatrists, clinical psychologists, educational psychologists, community psychiatric nurses, and occupational therapists, the book also belongs on the shelves of non-mental health professionals, including school nurses and social workers, who regularly work with children in a therapeutic setting.\u003c\/p\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  \u003cp\u003e\u003cb\u003ePAUL STALLARD\u003c\/b\u003e is Professor of Child and Family Mental Health at the University of Bath and Head of Psychological Therapies (CAMHS) for Oxford Health NHS Foundation Trust. He is a clinical psychologist who has worked with children and young people for 40 years using Cognitive Behaviour Therapy (CBT). He is also an active researcher and has been involved in many studies exploring the use and effectiveness of CBT with children and young people.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA powerful and insightful clinical resource for CBT practitioners who work with children and young adults\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe newly updated and thoroughly revised Second Edition of this companion to \u003ci\u003eThink Good, Feel Good\u003c\/i\u003e and \u003ci\u003eThinking Good, Feeling Better\u003c\/i\u003e delivers guidance for clinicians using the author's seminal workbooks. This companion work builds upon the workbook materials by offering readers instruction on all aspects of the therapeutic process and a wide range of case studies highlighting specific therapies in action. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eA Clinician's Guide\u003c\/i\u003e covers topics including parental involvement, key cognitive distortions in children, formulations, challenging thoughts, guided discovery, and the use of imagery. The author also includes a chapter focusing on common potential problems that arise in therapy and strategies to overcome them. \u003c\/p\u003e\u003cp\u003eThe book highlights the underlying philosophy, process, and core skills of employing CBT with children and young people. Readers will appreciate the competency framework, which describes the CORE philosophy, PRECISE process, and the ABCs of specific techniques. The book also includes: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eAdditional materials and handouts for use in therapy, including psycho-educational materials for children and parents on common problems, like depression, OCD, PTSD, and anxiety\u003c\/li\u003e \u003cli\u003eDownloadable, multi-use worksheets for use in the clinician's therapeutic sessions\u003c\/li\u003e \u003cli\u003ePractical, real-world case examples that shed light on the techniques and strategies discussed in the book\u003c\/li\u003e \u003cli\u003eA systematic approach to the use of cognitive behavioural therapy to treat common psychological problems\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePerfect for professionals and trainees in child and adolescent mental health, like psychiatrists, clinical psychologists, educational psychologists, community psychiatric nurses, and occupational therapists, the book also belongs on the shelves of non-mental health professionals, including school nurses and social workers, who regularly work with children in a therapeutic setting.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988599292133,"sku":"NP9781119396314","price":48.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119396314.jpg?v=1761780915","url":"https:\/\/k12savings.com\/es\/products\/a-clinicians-guide-to-cbt-for-children-to-young-adults-isbn-9781119396314","provider":"K12savings","version":"1.0","type":"link"}