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

By Paul Stallard

This can be a significant other advisor to imagine solid consider sturdy: A Cognitive Behaviour treatment Workbook for kids and teens. Designed for clinicians utilizing the unique workbook of their paintings with youngsters, the ebook builds upon the workbook fabrics via providing information on all features of the healing procedure and various case reviews highlighting treatment in motion. subject matters coated comprise mum or dad involvement, key cognitive distortions in teenagers, formulations, tough ideas, guided discovery and using imagery. additionally integrated is a bankruptcy targeting attainable difficulties in treatment and methods for overcoming them.

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

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

Example text

The systemic context in which the problem presents Assessment of the systemic influences that contribute to the onset or maintenance of the child’s presenting problem may highlight that child-focused CBT is not the preferred intervention. g. g. problems adhering to boundaries). The child’s behaviour may also become the focus that unites and diverts the parents’ attention away from more important difficulties within, for example, their own relationship. Similarly, what may be presented as the child’s biases and distortions about being unloved, rejected or overly criticised may prove to be a reality.

This was designed to assess the 15 early maladaptive schemas, identified by Young (1990) in his work with adults, which have received support from psychometric evaluation (Schmidt et al. 1995). 0001 * Children attending a community child and adolescent mental health team score significantly differently from a non-referred community sample on these items. 34 ■ FORMULATIONS maladaptive schemas proposed by Young (1990). The child rates their strength of belief for each statement on a visual 10-point scale ranging from ‘I don’t really believe at all’ to ‘very strongly believe’.

G. deliberate self-harm) irrespective of whether they see it as a problem or share this view about its seriousness. This does not, however, need to become the focus for any argument or conflict. Instead the Clinician’s view can be conveyed in a clear, factual statement, ‘I am concerned that you continue to feel so low that you keep cutting yourself ’. Similarly, children may not see the potential benefits of some targets or share the objectives of their parents or statutory authorities. School-refusing children, for example, often see returning to school as a low priority.

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