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A Clinician's Guide to Think Good-feel Good - Using Cbt with Children and Young People
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Table of Contents

About the author viii Acknowledgements ix On-line resources x 1 Overview 1 Engagement and readiness to change 2 Formulations 3 The Socratic process and inductive reasoning 4 Involving parents in child-focused CBT 5 The process of child-focused CBT 5 Adapting CBT for children 6 Core components of CBT programmes for internalising problems 7 2 Engagement and readiness to change 9 Engaging with children 9 The Stages of Change 10 Motivational interviewing 15 When would CBT not be indicated? 22 ?The Scales of Change? 25 3 Formulations 27 Key aspects of a formulation 28 Mini-formulations 29 General cognitive formulations 30 Onset formulations 32 Complex formulations 39 Problem-specific formulations 41 Common problems 44 ?The Negative Trap? 47 ?The 4-part Negative Trap? 48 ?Onset Formulation Template? 49 4 The Socratic process and inductive reasoning 51 Facilitating self-discovery 51 The structure of the Socratic process 52 Inductive reasoning 53 The Socratic process 57 The Socratic process and collaborative empiricism 60 What makes a good Socratic question? 61 How does it work? 62 Common problems 64 ?The Chain of Events? 67 5 Involving parents in child-focused CBT 69 The importance of involving parents 69 Clinical benefits of parental involvement 72 Model of change 73 The role of parents in child-focused CBT 73 Parental involvement 75 Common components of parent-focused interventions 80 Two final thoughts 83 ?What is Cognitive Behaviour Therapy (CBT)?? 85 ?What Parents Need to Know about Cognitive Behaviour Therapy (CBT)? 87 6 The process of child-focused CBT 91 The therapeutic process of child-focused CBT 91 PRECISE in practice 100 7 Adapting CBT for children 105 The cognitive capacity debate 105 Adapting CBT for use with children 107 Visualisation 112 ?The Thought Tracker Quiz: What are the thinking errors?? 121 ?Responsibility Pies? 122 ?When I Feel Worried? 123 ?When I Feel Angry? 124 ?When I Feel Sad? 125 ?Sharing our Thoughts? 126 8 Core components of CBT programmes for internalizing problems 129 What is the balance between cognitive and behavioural strategies? 129 Do we need to directly focus upon dysfunctional cognitions and processes? 131 What cognitions or cognitive processes might be important? 131 Does cognitive change result in problem improvement? 132 Is CBT effective? 132 What are the effective components of CBT interventions? 133 Where is it best to start? 133 How many treatment sessions are needed? 134 What about home-based assignments? 135 What are the core components of standardised CBT programmes? 135 Psychoeducational materials 145 ?Beating Anxiety? 146 ?Fighting Back Depression? 152 ?Controlling Worries and Habits? 158 ?Coping with Trauma? 165 References 171 Index 179

About the Author

Dr Paul Stallard graduated as a clinical psychologist from Birmingham University in 1980. He worked with children and young people in the West Midlands before moving to the Department of Child and Family Psychiatry, Bath, in 1988. He has a part-time appointment at the University of Bath as Professor of Child and Family Mental Health, and has received a number of research grants exploring the effects of trauma and chronic illness on children. He has published over 70 peer-reviewed papers and his current research interests include the use of cognitive behaviour therapy with children, post-traumatic stress disorder and the psychological effects of chronic illness.

Reviews

"...provides ideas to 'inform and facilitate' the clinical practice of child-focused cognitive behavioural therapy...the guide also has resources online..." (Children Now, 16th November 2005)

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