A Clinician's Guide to Think Good-Feel Good. Using CBT with Children and Young People

  • ID: 2251049
  • Book
  • 190 Pages
  • John Wiley and Sons Ltd
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Praise for Think Good Feel Good

Highly Commended in the Mental Health category of the 2003 BMA Medical Book Competition

Think Good Feel Good is a wonderful resource for practitioners undertaking cognitive behaviour therapy with children and young people The materials promise to be an essential component of the toolbox of any child or adolescent CBT therapist, and deserve to become a key resource in training. Dr Rachel Calam, European Child and Adolescent Psychiatry

This is a companion guide to the highly successful workbook Think Good Feel Good: A Cognitive Behaviour Therapy Workbook for Children and Young People. Designed for clinicians using the original workbook in their work with children, this guide builds upon the practical materials in the workbook by looking at the process of undertaking child–focused CBT, including:

- engaging children in CBT and motivating them
- developing an individual case formulation
- undertaking Socratic questioning and inductive reasoning
- how best to involve parents
- effective methods to use with children

To supplement the workbook, this clinician s guide offers further materials and handouts for use in therapy, including psychoeducational materials for children and parents.

This is a must–have resource for child and adolescent mental health professionals wanting to use CBT with children. It will also be of interest to other health professionals working with children, such as social workers, school nurses, counsellors and health visitors.
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About the author viii

Acknowledgements ix

On–line resources x

1 Overview 1

Engagement and readiness to change 2

Formulations 3

The Socratic process and inductive reasoning 4

Involving parents in child–focused CBT 5

The process of child–focused CBT 5

Adapting CBT for children 6

Core components of CBT programmes for internalising problems 7

2 Engagement and readiness to change 9

Engaging with children 9

The Stages of Change 10

Motivational interviewing 15

When would CBT not be indicated? 22

The Scales of Change 25

3 Formulations 27

Key aspects of a formulation 28

Mini–formulations 29

General cognitive formulations 30

Onset formulations 32

Complex formulations 39

Problem–specific formulations 41

Common problems 44

The Negative Trap 47

The 4–part Negative Trap 48

Onset Formulation Template 49

4 The Socratic process and inductive reasoning 51

Facilitating self–discovery 51

The structure of the Socratic process 52

Inductive reasoning 53

The Socratic process 57

The Socratic process and collaborative empiricism 60

What makes a good Socratic question? 61

How does it work? 62

Common problems 64

The Chain of Events 67

5 Involving parents in child–focused CBT 69

The importance of involving parents 69

Clinical benefits of parental involvement 72

Model of change 73

The role of parents in child–focused CBT 73

Parental involvement 75

Common components of parent–focused interventions 80

Two final thoughts 83

What is Cognitive Behaviour Therapy (CBT)? 85

What Parents Need to Know about Cognitive Behaviour Therapy (CBT) 87

6 The process of child–focused CBT 91

The therapeutic process of child–focused CBT 91

PRECISE in practice 100

7 Adapting CBT for children 105

The cognitive capacity debate 105

Adapting CBT for use with children 107

Visualisation 112

The Thought Tracker Quiz: What are the thinking errors? 121

Responsibility Pies 122

When I Feel Worried 123

When I Feel Angry 124

When I Feel Sad 125

Sharing our Thoughts 126

8 Core components of CBT programmes for internalizing problems 129

What is the balance between cognitive and behavioural strategies? 129

Do we need to directly focus upon dysfunctional cognitions and processes? 131

What cognitions or cognitive processes might be important? 131

Does cognitive change result in problem improvement? 132

Is CBT effective? 132

What are the effective components of CBT interventions? 133

Where is it best to start? 133

How many treatment sessions are needed? 134

What about home–based assignments? 135

What are the core components of standardised CBT programmes? 135

Psychoeducational materials 145

Beating Anxiety 146

Fighting Back Depression 152

Controlling Worries and Habits 158

Coping with Trauma 165

References 171

Index 179

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"...provides ideas to ′inform and facilitate′ the clinical practice of child–focused cognitive behavioural therapy...the guide also has resources online..." (Children Now, 16th November 2005)
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