Efnisyfirlit

• Cover
• Also Available
• Title Page
• Copyright Page
• About the Authors
• Preface
• Acknowledgments
• Contents
• 1. Introduction
• What Is Cognitive Therapy?
• What Are the Similarities between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
• What Are the Differences between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents?
• 2. Case Conceptualization
• Case Conceptualization: Once Is Never Enough
• Case Conceptualization and Treatment Planning
• Case Conceptualization and Diagnosis
• Case Conceptualization: “Dressing Up” the Client Picture
• Components of the Case Formulation
• Planning and Thinking Ahead: Provisional Formulation, Treatment Plan, and Expected Obstacles
• Case Conceptualization Example: Tessa
• Case Conceptualization Example: Tatiana
• Case Conceptualization Example: Victor
• Case Conceptualization Example: Jackson
• Conclusion
• 3. Collaborative Empiricism and Guided Discovery
• Defining Collaboration
• Defining Empiricism
• Defining Guided Discovery
• A Stance of Curiosity
• The Continuum of Collaboration and Guided Discovery
• Conclusion
• 4. Session Structure
• What Do We Mean by “Session Structure”?
• Why Is Session Structure So Important?
• Mood or Symptom Check-In
• Homework Review
• Agenda Setting
• Session Content
• Homework Assignment
• Eliciting Feedback
• Conclusion
• 5. Introducing the Treatment Model and Identifying Problems
• Introducing the Treatment Model to Children
• Introducing the Treatment Model to Adolescents
• Identifying Problems with Children and Adolescents
• Conclusion
• 6. Identifying and Connecting Feelings and Thoughts
• Identifying Feelings with Children and Adolescents
• Identifying Thoughts and Connecting Thoughts to Feelings
• Using the Content-Specificity Hypothesis to Guide Identifying Thoughts and Feelings
• Avoiding Confusion between Thoughts and Feelings
• Helping Children and Adolescents Complete a DTR
• Conclusion
• 7. Therapeutic Socratic Dialogues
• Systematic Questioning
• Inductive Reasoning and Universal Definitions
• Using Metaphor, Analogy, and Humorous Questions
• Conclusion
• 8. Commonly Used Cognitive and Behavioral Techniques
• Dimensions of Cognitive-Behavioral Techniques
• Skill Acquisition (Psychoeducation) and Skill Application (Psychotherapy)
• Basic Behavioral Tools
• Social Skills Training
• Contingency Management
• Basic Problem-Solving Interventions
• Basic Self-Instructional Techniques: Changing Thought Content
• Basic Rational Analysis Techniques: Changing Thought Content and Process
• Basic Exposure Therapy: Developing Self-Confidence through Performance Attainment
• Conclusion
• 9. Creative Applications of Cognitive-Behavioral Therapy
• Storytelling
• Play Therapy Applications
• Games, Storybooks, Workbooks, and Making Masks
• Priming Exercises
• Cognitive Restructuring and Behavioral Experiments
• Conclusion
• 10. Homework
• General Considerations in Assigning Homework
• Homework Noncompliance
• Conclusion
• 11. Working with Depressed Children and Adolescents
• Symptoms of Depression
• Cultural and Gender Considerations
• Assessment of Depression
• Treatment of Depression: Choosing an Intervention Strategy
• Suicidality with Depressed Children and Adolescents
• Behavioral Interventions for Depression
• Problem Solving
• Self-Monitoring Challenges
• Self-Instructional Approaches
• Rational Analysis Techniques
• Conclusion
• 12. Working with Anxious Children and Adolescents
• Symptoms of Anxiety in Youth
• Cultural and Gender Differences in Symptom Expression
• Assessment of Anxiety
• Choosing Interventions for Anxiety Disorders
• Self-Monitoring
• Relaxation Training
• Systematic Desensitization
• Social Skills Training
• Cognitive Self-Control
• Exposure
• Creating Exposure Opportunities
• Conclusion
• 13. Working with Disruptive Children and Adolescents
• Common Symptoms of the Disruptive Disorders
• Cultural-Context and Gender Issues
• Assessment of Disruptive Behavior Problems
• Treatment Approach
• Building Relationships with Disruptive Children and Adolescents
• Education, Socialization to Treatment, and Self-Monitoring
• Individual Problem Solving
• Teaching Parents Family Problem Solving and Behavior Management
• Time Projection
• Social Skills Training
• Empathy Training
• Self-Instructional Approaches
• Rational Analysis Techniques
• Moral Reasoning
• Exposure/Performance Attainment
• Conclusion
• 14. Working with Youth Diagnosed with Autism Spectrum Disorder
• Characteristics of ASD
• Ethnocultural Issues
• Assessment Recommendations
• Interventions
• Conclusion
• 15. Working with Parents
• Cultural-Context Issues
• Establishing Realistic Expectations for Behavior
• Helping Parents Define Problems
• Helping Parents Increase Their Child’s Desirable Behaviors: “I Just Want Him to Behave”
• Teaching Parents to Give Commands and Directions
• Linking Child Behavior to Parental Consequences: Contingency Management
• Helping Parents Deal with Their Child’s Undesirable Behaviors
• Conclusion
• 16. Cognitive-Behavioral Family Therapy
• Cognitive-Behavioral Family Therapy Techniques
• Behavioral Enactments
• Conclusion
• Epilogue
• Remain Scientifically Minded
• Metabolize Theory
• Stay in Good CBT Shape
• Model the Model
• Remember Gumby: Flexibility as a Therapeutic Virtue
• Rely on the Empirical and Theoretical Literature Base, but Don’t Be Limited by It
• Honor Clients’ Adversities
• Acknowledge That Change Is Possible, Yet Often Slow and Deliberate: Balance Direction and Patience
• Remember You Are Not Chuck Norris: You Can’t Do the Impossible
• Be a CBT “Whisperer”
• References
• Index
• About Guilford Press
• Discover Related Guilford Books