A Clinician's Guide to Think Good-Feel Good: Using CBT with by Paul Stallard

By Paul Stallard

This can be a better half advisor to imagine strong think strong: A Cognitive Behaviour remedy Workbook for kids and youngsters. Designed for clinicians utilizing the unique workbook of their paintings with youngsters, the ebook builds upon the workbook fabrics through providing advice on all elements of the healing strategy and quite a number case reviews highlighting treatment in motion. themes lined comprise dad or mum involvement, key cognitive distortions in young children, formulations, tough innovations, guided discovery and using imagery. additionally incorporated is a bankruptcy targeting attainable difficulties in treatment and methods for overcoming them.

To complement the workbook, the clinician's advisor deals additional fabrics and handouts to be used in treatment, together with psycho-educational fabrics for kids and fogeys on universal difficulties, similar to melancholy, OCD, PTSD/Trauma and anxiousness

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Extra info for A Clinician's Guide to Think Good-Feel Good: Using CBT with children and young people

Example text

Yung Ming’s anxiety Yung Ming (8), the only daughter of her parents, was referred with concerns about excessive worrying and generalised anxiety. These difficulties were particularly noticeable at school, both in the classroom and the playground. Yung Ming was described by her teacher as academically very able, a girl who set herself very high standards and who became upset if her performance fell short of these. From her perspective, Yung Ming did not like her teacher, reporting that she didn’t listen to her worries and that she was always shouting, something that made her worry.

Preliminary psychometric assessment of the Schema Questionnaire for Children has recently been undertaken (Stallard & Rayner 2005). A community sample of children aged 11–16 attending a secondary school (n # 47) completed the short form Young Schema Questionnaire and the Schema Questionnaire for Children. 1 summarises the results and highlights that there were significant correlations for 10 of the 15 items, with a further two approaching statistical significance. A subsequent analysis was undertaken comparing the results of the community (nonreferred) sample (n # 46) with those of children (n # 41) referred to a community child mental health service.

A child may, for example, say that they don’t want any friends (present time focus) but in the longer term talk about going in to town at the weekend with a group of mates (future time focus). The aim is therefore to highlight the child’s own internal contradictions rather than introducing an alternative external viewpoint. The former requires children to resolve their own ambivalence; the latter encourages argument. Highlight and support self-efficacy Self-efficacy can be supported by attending to and reinforcing signs of motivation from the child that change is possible.

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