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Cognitive-behavioural Therapy for ADHD in Adoloscents and Adults - a Psychological Guide to Practice 2E
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Table of Contents

List of Figures, Tables and Boxes vii About the Authors x Foreword by Margaret Weiss xi Foreword by Sam Goldstein xviii Preface xxi Acknowledgements xxiii I BACKGROUND AND TREATMENT 1 1 Introduction 3 2 Delivering the Young-Bramham Programme 21 II CORE SYMPTOM MODULES 37 3 Attention Module 39 4 Memory Module 54 5 Organization and Time-Management Module 64 6 Impulsivity Module 91 III COMORBID AND ASSOCIATED PROBLEM MODULES 109 7 Problem-Solving Module 111 8 Interpersonal Relationships Module 129 9 Anxiety Module 153 10 Frustration and Anger Module 182 11 Low-Mood and Depression Module 203 12 Sleep Module 221 13 Substance Misuse Module 243 IV THE FUTURE MODULE 267 14 Preparing for the Future Module 269 References 285 Index 294

About the Author

Susan Young is a Senior Lecturer in Forensic ClinicalPsychology at the Institute of Psychiatry, King's College London,and an Honorary Consultant Clinical and Forensic Psychologist atBroadmoor Hospital. In 1994 Susan set up the clinical psychologyservice at the Maudsley Hospital National Adult ADHD service. Shewas a member of the National Institute for Health and ClinicalExcellence (NICE) ADHD Clinical Guideline Development Group, and isVice-President of the UK Adult ADHD Network. Jessica Bramham is a Lecturer in Clinical Neuropsychologyin the School of Psychology, University College Dublin. She alsoleads the Adult ADHD Service at St Patrick's University HospitalDublin. She previously co-ordinated the National Adult ADHD Serviceat the Maudsley Hospital in London and was a Clinical Lecturer atthe Institute of Psychiatry, King's College London. Jessica isinvolved in researching cognitive functioning and the presentationof comorbid disorders in adults with ADHD.

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What s nice about this resource is its potential tooffer thoughtful and evidence based-psychological intervention, asrecommended in current and future national documentation. Itsupports the person to be understood and viewed as a whole and notas a problem. (Journal of Mental Health, 1January 2013)

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