| About this book |
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xiii | |
| Acknowledgements |
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xv | |
| Online resources |
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xvii | |
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1 Introduction And Overview |
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1 | (18) |
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1 | (1) |
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CBT as a preventative intervention |
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2 | (1) |
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CBT with younger children |
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3 | (1) |
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CBT with children and young people with learning difficulties |
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4 | (1) |
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Technologically delivered CBT |
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5 | (1) |
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6 | (1) |
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The competencies to deliver child-focused CBT |
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7 | (2) |
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8 | (1) |
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Cognitive Behaviour Therapy Scale for Children and Young People |
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9 | (4) |
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13 | (6) |
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14 | (1) |
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15 | (1) |
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16 | (1) |
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17 | (2) |
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19 | (32) |
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19 | (2) |
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21 | (4) |
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Eliciting the young person's and parents' understanding and views |
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22 | (1) |
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Encourages the young person to participate in decision making |
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23 | (1) |
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Involves the young person and parents/carers in planning the intervention |
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24 | (1) |
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Encourages the young person to provide feedback about sessions |
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25 | (1) |
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Right developmental level |
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25 | (5) |
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Ensures an optimal balance between cognitive and behavioural techniques |
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26 | (1) |
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Uses simple, clear, jargon-free language |
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27 | (1) |
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Uses a variety of verbal (direct and indirect approaches) and non-verbal techniques |
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28 | (1) |
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Appropriately involves parents/carers/others |
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28 | (2) |
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Courtney has anger outbursts |
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30 | (1) |
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30 | (5) |
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Conveys interest and concern using active listening, reflection, and summaries |
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30 | (2) |
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Acknowledges and responds to emotional responses |
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32 | (1) |
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Demonstrates an open, respectful, non-judgemental, caring approach |
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33 | (1) |
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34 | (1) |
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35 | (4) |
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Tailors the concepts and methods of CBT around the interests of the young person |
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35 | (1) |
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Uses a range of verbal and non-verbal methods |
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36 | (1) |
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Creatively uses a range of methods |
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37 | (1) |
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Utilises the preferred media of the young person |
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38 | (1) |
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39 | (3) |
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Creates a process of collaborative inquiry |
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39 | (1) |
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Fully involves young people in the design of experiments |
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40 | (1) |
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Helps young people and parents/carers to consider alternative explanations |
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41 | (1) |
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42 | (1) |
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42 | (3) |
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Identifies and highlights strengths and personal resources |
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43 | (1) |
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Encourages identification of helpful skills and strategies |
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44 | (1) |
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Develops personal coping strategies |
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44 | (1) |
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Reinforces use of new skills |
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45 | (1) |
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45 | (3) |
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Uses an appropriate mix of materials, activities, humour |
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46 | (1) |
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Maintains an appropriate balance between task and relationship-strengthening activities |
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46 | (1) |
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Attends to the young person's interests and incorporates them into the intervention |
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47 | (1) |
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Presents as positive and hopeful |
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48 | (1) |
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48 | (3) |
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Ella's obsessional thoughts |
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48 | (1) |
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Joshua's negative thinking |
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49 | (2) |
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3 A: Assessment And Goals |
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51 | (18) |
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Undertakes a full assessment of the presenting problem |
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51 | (2) |
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Compliments assessment with routine outcome measures (ROMs) |
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53 | (2) |
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Negotiates goals and the dates when progress will be reviewed |
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55 | (4) |
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56 | (1) |
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57 | (1) |
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57 | (1) |
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58 | (1) |
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Uses diaries, thought bubbles, and rating scales |
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59 | (5) |
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59 | (1) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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Assesses motivation and readiness to change |
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64 | (5) |
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65 | (2) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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68 | (1) |
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69 | (22) |
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Uses behavioural techniques to facilitate therapeutic change |
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70 | (5) |
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70 | (2) |
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72 | (2) |
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74 | (1) |
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John is worried about germs |
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75 | (1) |
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Problems when undertaking exposure |
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75 | (2) |
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75 | (1) |
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76 | (1) |
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Anxiety does not come down |
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76 | (1) |
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Is the young person focusing on their anxiety? |
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77 | (1) |
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Are parents/carers appropriately involved? |
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77 | (1) |
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Uses behavioural techniques such as activity rescheduling and behavioural activation |
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77 | (3) |
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77 | (1) |
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78 | (1) |
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79 | (1) |
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Problems when undertaking behavioural activation |
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80 | (2) |
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I didn't feel like doing it |
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80 | (1) |
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I did it, but I don't feel any better |
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81 | (1) |
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81 | (1) |
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81 | (1) |
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Provides a clear rationale for using behavioural strategies |
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82 | (1) |
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Identifies and implements reward and contingency plans |
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82 | (3) |
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Models, uses role play, structured problem-solving approaches, or skills training |
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85 | (6) |
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85 | (2) |
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87 | (1) |
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88 | (1) |
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89 | (2) |
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91 | (20) |
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Facilitates cognitive awareness |
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92 | (6) |
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92 | (1) |
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92 | (1) |
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Freya worries about making a fool of herself |
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93 | (3) |
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Uses thought records and bubbles |
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96 | (2) |
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Identifies functional and dysfunctional cognitions |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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Identifies common cognitive biases (`thinking traps') |
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99 | (3) |
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100 | (1) |
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100 | (1) |
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101 | (1) |
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101 | (1) |
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Setting yourself up to fail |
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101 | (1) |
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Facilitates thought challenging and perspective taking |
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102 | (2) |
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102 | (1) |
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103 | (1) |
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What would someone else say? |
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103 | (1) |
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Jaz falls out with her friend |
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104 | (1) |
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Facilitates continuum work using rating scales |
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104 | (1) |
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Uses techniques such as mindfulness, acceptance, and compassion |
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105 | (6) |
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105 | (2) |
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107 | (2) |
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109 | (1) |
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110 | (1) |
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111 | (22) |
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Facilitates discovery and reflection through use of the Socratic dialogue |
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111 | (11) |
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113 | (3) |
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What makes a good Socratic question? |
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116 | (2) |
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Mike is worried about his cat |
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118 | (2) |
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120 | (2) |
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Alternative perspective taking and attending to new or overlooked information |
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122 | (5) |
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122 | (1) |
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123 | (1) |
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123 | (1) |
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Attends to overlooked information |
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124 | (1) |
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124 | (1) |
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Systematically testing the assumed relationship |
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125 | (1) |
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Maria worries she will pass germs to others |
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126 | (1) |
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Behavioural experiments and prediction testing |
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127 | (6) |
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Cognition- and prediction-testing experiments |
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127 | (1) |
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Planning a behavioural experiment |
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128 | (1) |
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Prediction-testing experiments: Caleb thinks he is a failure |
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129 | (1) |
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Active experiments: Laura's social anxiety |
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130 | (1) |
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Information gathering experiments: Adam's formulation |
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131 | (2) |
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133 | (16) |
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Develops emotional literacy by facilitating the identification of a range of emotions |
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133 | (2) |
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Helps to distinguish between different emotions and identifies key body signals |
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135 | (3) |
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135 | (1) |
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135 | (1) |
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136 | (1) |
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137 | (1) |
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137 | (1) |
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Relaxation, guided imagery, controlled breathing, and calming activities |
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138 | (6) |
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Progressive muscle relaxation |
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139 | (2) |
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141 | (1) |
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141 | (1) |
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Diaphragmatic (controlled) breathing |
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142 | (1) |
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143 | (1) |
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Physical activity, letting feelings go, emotional metaphors, and imagery |
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144 | (2) |
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144 | (1) |
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144 | (1) |
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145 | (1) |
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145 | (1) |
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146 | (1) |
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Self-soothing, mind-games, and mindfulness |
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146 | (3) |
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146 | (1) |
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147 | (1) |
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147 | (1) |
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148 | (1) |
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149 | (22) |
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Provides a coherent and understandable rationale for the use of CBT |
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149 | (2) |
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Linking thoughts, emotions, and behaviours |
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151 | (7) |
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Mini-formulations (two- or three-system models) |
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151 | (1) |
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Rhiannon is unhappy and scared |
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152 | (2) |
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154 | (1) |
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154 | (1) |
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155 | (1) |
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156 | (1) |
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157 | (1) |
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Provides an understanding of important past events and relationships (onset formulations) |
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158 | (5) |
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161 | (2) |
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Includes parental/family factors in formulations |
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163 | (2) |
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163 | (2) |
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Activities and goals/targets are clearly linked to the formulation |
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165 | (2) |
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167 | (1) |
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Difficulty identifying thoughts or feelings |
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167 | (1) |
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Is it important to distinguish between different levels of cognitions? |
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168 | (1) |
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I can't seem to put this together in a formulation |
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168 | (1) |
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I'm not sure if the formulation is right |
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169 | (1) |
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I can't seem to find all the information to complete the formulation |
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169 | (2) |
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171 | (14) |
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Prepares and brings the necessary materials and equipment to the meeting |
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171 | (1) |
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Manages the young person's behaviour during sessions |
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172 | (2) |
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Ensures that sessions have an agenda and clear goals and are appropriately structured |
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174 | (3) |
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175 | (1) |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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176 | (1) |
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Session summary and feedback |
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176 | (1) |
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Ensures good timekeeping so that all tasks are completed |
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177 | (1) |
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Sessions are appropriately paced, flexible, and responsive |
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178 | (3) |
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180 | (1) |
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Gary is worried about germs |
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180 | (1) |
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Prepares for endings and relapse prevention |
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181 | (4) |
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181 | (4) |
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185 | (14) |
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Negotiates home assignments |
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185 | (3) |
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Assignments are meaningful and related to the formulation |
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188 | (1) |
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Assignments are consistent with the young person's developmental level |
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189 | (2) |
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Assignments are realistic, achievable, and safe |
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191 | (2) |
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Refers to goals when planning assignments and to rating scales when reviewing progress |
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193 | (2) |
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Harry wants to get fitter |
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193 | (1) |
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Fatima's unhelpful thoughts |
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194 | (1) |
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Assignments are reviewed and reflection encouraged |
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195 | (4) |
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199 | (30) |
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200 | (3) |
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200 | (1) |
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Rationale informing the intervention |
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200 | (1) |
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Core components of CBT interventions for anxiety disorders |
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201 | (1) |
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202 | (1) |
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202 | (1) |
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203 | (4) |
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203 | (1) |
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Rationale informing the intervention |
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204 | (1) |
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Core components of CBT interventions for depression |
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205 | (1) |
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206 | (1) |
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206 | (1) |
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Obsessive-compulsive disorder (OCD) |
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207 | (3) |
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207 | (1) |
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Rationale informing the intervention |
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208 | (1) |
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Core components of CBT interventions for OCD |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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Post-traumatic stress disorder (PTSD) |
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210 | (3) |
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210 | (1) |
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Rationale informing the intervention |
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211 | (1) |
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Core components of CBT interventions for PTSD |
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211 | (1) |
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212 | (1) |
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213 | (1) |
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213 | (2) |
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Is the young person motivated to change? |
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215 | (4) |
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217 | (2) |
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Are the young person and their family engaged with the intervention? |
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219 | (5) |
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Jade is anxious and depressed |
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221 | (3) |
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How has the intervention been delivered? |
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224 | (5) |
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229 | (50) |
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230 | (1) |
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231 | (1) |
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232 | (1) |
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233 | (1) |
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234 | (1) |
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235 | (1) |
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Anxiety intervention plan |
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236 | (1) |
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Depression intervention plan |
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237 | (1) |
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238 | (1) |
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239 | (1) |
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240 | (1) |
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241 | (1) |
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242 | (1) |
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243 | (1) |
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The Cognitive Behaviour Therapy Scale for Children and Young People (CBTS-CYP) |
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244 | (15) |
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259 | (5) |
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264 | (6) |
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Controlling worries and habits |
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270 | (5) |
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275 | (4) |
| References |
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279 | (12) |
| Index |
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291 | |
