| Introduction |
|
1 | (6) |
|
|
|
2 | (2) |
|
Why You Need This Workbook |
|
|
4 | (3) |
|
Chapter 1 Therapist Guidelines: Keys to Successful CBT |
|
|
7 | (4) |
|
Chapter 2 Psychoeducation: Knowledge is Power |
|
|
11 | (14) |
|
|
|
12 | (2) |
|
Depression and Anxiety Education |
|
|
14 | (5) |
|
|
|
19 | (2) |
|
|
|
21 | (4) |
|
Chapter 3 Goal Setting and Motivational Counseling: Are You and Your Client Working Together? |
|
|
25 | (18) |
|
|
|
26 | (3) |
|
|
|
29 | (2) |
|
|
|
31 | (3) |
|
How to Reach My SMART Goals |
|
|
34 | (2) |
|
Exploring the Consequences of Anxiety and Depression |
|
|
36 | (2) |
|
|
|
38 | (2) |
|
|
|
40 | (3) |
|
Chapter 4 Mindfulness: Calming the Emotional Brain to Utilize the Rational Mind |
|
|
43 | (22) |
|
Amygdala Hijack and the Neuroscience of Stress |
|
|
44 | (3) |
|
The Effects of Adrenalin and Cortisol on the Body |
|
|
47 | (2) |
|
Mindfulness Meditation and Brain Functioning |
|
|
49 | (2) |
|
Typical Stress Response vs. Desired Stress Response |
|
|
51 | (2) |
|
|
|
53 | (7) |
|
|
|
60 | (2) |
|
|
|
62 | (3) |
|
Chapter 5 Mood Monitoring: How to Help Kids Be Aware of Their Feelings |
|
|
65 | (18) |
|
Self-Awareness is Really Important |
|
|
66 | (2) |
|
|
|
68 | (2) |
|
|
|
70 | (5) |
|
Feelings and Trigger Situations |
|
|
75 | (2) |
|
Subjective Units of Distress Scale (SUDS) |
|
|
77 | (2) |
|
Daily and Weekly Mood Monitoring |
|
|
79 | (4) |
|
Chapter 6 Behavioral Activation: Let's Get Active Again! |
|
|
83 | (14) |
|
What is Behavioral Activation? |
|
|
84 | (2) |
|
Behavior Monitoring: Typical School and Weekend Day |
|
|
86 | (5) |
|
Life Values and Activities |
|
|
91 | (2) |
|
Identifying and Overcoming Barriers to Healthy Activities |
|
|
93 | (2) |
|
Do a Behavioral Activation Experiment |
|
|
95 | (2) |
|
Chapter 7 Cognitive Processing: Helping Kids Tune into Their Thoughts |
|
|
97 | (16) |
|
Self-Talk and Stinking Thinking |
|
|
98 | (2) |
|
Different Types of Stinking Thinking |
|
|
100 | (2) |
|
Identifying My Stinking Thinking |
|
|
102 | (2) |
|
Identifying What Positive, Realistic Thoughts Look Like |
|
|
104 | (2) |
|
Pretend Stressful Situation: Stinking Thinking |
|
|
106 | (2) |
|
My Stressful Situation: Stinking Thinking |
|
|
108 | (2) |
|
Monitor My Stinking Thinking |
|
|
110 | (3) |
|
Chapter 8 Cognitive Restructuring: Staying Positive Despite Challenges |
|
|
113 | (20) |
|
What is Cognitive Restructuring? |
|
|
114 | (2) |
|
Ambiguous Situations What's Really Going On? |
|
|
116 | (3) |
|
|
|
119 | (3) |
|
Practice Being a Thought Detective |
|
|
122 | (2) |
|
|
|
124 | (2) |
|
Challenging My Stinking Thinking |
|
|
126 | (3) |
|
My Stressful Situation: Positive Thinking |
|
|
129 | (2) |
|
Practice Positive Thinking |
|
|
131 | (2) |
|
Chapter 9 Social Skills Training: Teaching Essential Social Skills |
|
|
133 | (16) |
|
|
|
134 | (2) |
|
|
|
136 | (3) |
|
|
|
139 | (3) |
|
Practicing Nonverbal Communication |
|
|
142 | (2) |
|
|
|
144 | (3) |
|
Practice One of Your New Social Skills |
|
|
147 | (2) |
|
Chapter 10 Anxiety Treatment and Exposure Therapy: How to Face Your Fears |
|
|
149 | (28) |
|
Anxiety Education: The Neuroscience of Anxiety and Mindfulness Meditation |
|
|
151 | (2) |
|
|
|
153 | (2) |
|
Create an Anxiety Hierarchy |
|
|
155 | (2) |
|
"Catastrophic" Stinking Thinking |
|
|
157 | (2) |
|
Pretend Anxiety Situation: Catastrophic Stinking Thinking |
|
|
159 | (2) |
|
Pretend Anxiety Situation: Be a Thought Detective |
|
|
161 | (2) |
|
Using Social Skills to Help Manage My Anxiety |
|
|
163 | (2) |
|
Using Distraction to Fight Anxiety |
|
|
165 | (2) |
|
Make a "Game Plan" to Face Anxiety |
|
|
167 | (4) |
|
Imaginal Exposure: Fighting Anxiety with My Imagination |
|
|
171 | (3) |
|
In-Vivo Exposure: Fighting My Anxiety in Real Life |
|
|
174 | (3) |
|
Chapter 11 Special Topics in Treating Anxiety: Applying Exposure Therapy to Specific Anxiety Problems |
|
|
177 | (10) |
|
|
|
177 | (2) |
|
|
|
179 | (2) |
|
Generalized Anxiety Disorder and Chronic Worry |
|
|
181 | (2) |
|
|
|
183 | (4) |
|
Chapter 12 Managing Self-Harm and Suicidal Urges: Evidence-Based Practices to Prevent Suicide and Self-Harm |
|
|
187 | (50) |
|
Risk Factors for Youth Suicide |
|
|
189 | (2) |
|
Youth Suicide Protective Factors |
|
|
191 | (2) |
|
Youth Suicide Warning Signs |
|
|
193 | (2) |
|
Conduct an Evidence-Based Suicide Risk Assessment |
|
|
195 | (1) |
|
Columbia-Suicide Severity Rating Scale (C-SSRS) |
|
|
196 | (5) |
|
Develop an Evidence-Based Suicide Prevention Safety Plan |
|
|
201 | (3) |
|
Behavioral Chain Analysis |
|
|
204 | (3) |
|
|
|
207 | (2) |
|
Reasons for Self-Harm Behavior |
|
|
209 | (2) |
|
Consequences of Self-Harm Behavior |
|
|
211 | (2) |
|
Positive Consequences of Resisting Self-Harm Behaviors |
|
|
213 | (2) |
|
Pros and Cons of Self-Harm Behavior or Ending My Life |
|
|
215 | (2) |
|
|
|
217 | (3) |
|
|
|
220 | (2) |
|
Emotional Distress Tolerance |
|
|
222 | (2) |
|
|
|
224 | (2) |
|
Using Acceptance to Tolerate Difficult Situations |
|
|
226 | (3) |
|
Problem Solving in a Crisis |
|
|
229 | (2) |
|
CBT Skills for Self-Harm Prevention |
|
|
231 | (6) |
|
Chapter 13 Parent Involvement: Parents Are Your Clients Too! |
|
|
237 | (28) |
|
Parent Involvement in the Evaluation Process |
|
|
239 | (4) |
|
Involving the Parents in Treatment Planning |
|
|
243 | (2) |
|
|
|
245 | (1) |
|
|
|
246 | (2) |
|
Parent Involvement in Treatment Sessions |
|
|
248 | (2) |
|
Improving Family Communication |
|
|
250 | (3) |
|
Family Behavioral Activation |
|
|
253 | (5) |
|
|
|
258 | (3) |
|
Family Behavioral Contract |
|
|
261 | (2) |
|
Parent Support and Stress Management |
|
|
263 | (2) |
| References |
|
265 | (2) |
| Resources |
|
267 | |
