A clinician's guide to CBT for children to young adults : a companion to think good, feel good and thinking good, feeling better [E-book]

Includes bibliographical references and index.

1. Introduction and overview ; CBT as an intervention 1 ; CBT as a preventative intervention 2 ; CBT with younger children 3 ; CBT with young people with learning difficulties 3 ; Technologically delivered CBT 4 ; Involving parents 5 ; The competencies to deliver CBT 6 ; Assessing competence 7 ; Cognitive Behaviour Therapy Scale for Children and Young People 8 ; CORE philosophy 12 ; Child centred 13 ; Outcome focused 14 ; Reflective 15 ; Empowering 16 ; 2. PRECISE 19 ; The therapeutic alliance 19 ; Partnership 21 ; Eliciting young person and parent's understanding and views 22 ; Encourages the young person to participate in decision making 23 ; Involves young person and parent/carer in planning the intervention 24 ; Encourages young person to provide feedback about sessions 24 ; Right developmental level 25 ; Ensures a balance between cognitive and behavioural techniques 25 ; Uses simple, clear. jargon free language 26 Uses a variety of verbal and non-verbal techniques 28 Appropriately involves parents/carers 28 ; Courtney has anger outbursts 30 ; Empathy 30 ; Conveys interest and concern 30 ; Acknowledges and responds to emotional responses 32 ; Demonstrates a respectful, non-judgemental, caring approach 33 ; Empathises with parents 34 ; Creative 35 ; Tailors concepts and methods of CBT around the young person 36 ; Uses a range of verbal and non-verbal methods 37 ; Is creative in use of materials and metaphors 38 ; Utilises the preferred media of the young person 39 ; Investigation 40 ; Creates a process of collaborative inquiry 40 ; Fully involves the young person in the design of experiments 41 ; Helps to consider alternative explanations 42 ; Encourages reflection 42 ; Self-efficacy 43 ; Identifies strengths and personal resources 43 ; Encourages identification of helpful skills and strategies 44 ; Develops personal coping strategies 45 ; Reinforces use of new skills 46 ; Enjoyable and engaging 47 ; Uses an appropriate mix of materials and activities 47 ; Maintains a balance between task and relationship strengthening 47 Incorporates young person's interests into the intervention 48 ; Presents as positive and hopeful 49 ; PRECISE in practice 49 ; Ella's obsessional thoughts 49 ; Joshua's negative thinking 50 ; 3. A: Assessment and Goals 52 ; Undertakes a full assessment 52 ; Compliments assessment with routine outcome measures 54 ; Negotiates goals and when progress will be reviewed 56 ; Identification of goals 57 ; Prioritisation of goals 58 ; Whose goals? 58 ; Inappropriate goals 59 ; Uses diaries, thought bubbles and rating scales 59 ; Sarah feels faint 60 ; Tick charts 60 ; Thought bubbles 61 ; Visualisation 62 ; Stories 62 ; Rating scales 64 ; Pie charts 64 ; Theos washing 64 ; Assessing motivation and readiness to change 65 ; Pre-contemplation 67 ; Contemplation 68 ; Preparation 69 ; Action 69 ; Maintenance 69 ; Relapse 69 ; 4. B: Behavioural 71 ; Developing hierarchies, graded exposure and response prevention 71 ; Developing hierarchies 71 ; Graded exposure 73 ; Response prevention 75 ; John is worried about germs 76 ; Problems when undertaking exposure 76 ; Young person avoidance 76 ; Clinician avoidance 77 ; Anxiety does not come down 77 ; Is the young person focusing on their anxiety 77 ; Are parents appropriately involved 78 ; Uses activity rescheduling and behavioural activation 78 ; Activity scheduling 78 ; Alison feels down 79 ; Behavioural Activation 80 ; Problems with behavioural activation 80 ; I didn't feel like doing it 81 ; I did it but I don't feel any better 82 ; I did it but so what 82 ; It's not important 82 ; Provides a clear rationale for use of behavioural strategies 82 ; Identifies and implements reward and contingency plans 83 ; Models, uses role play, problem-solving and skills training 85 ; Models how to cope 85 ; Role-play 87 ; Problem solving 88 ; Skills training 89 ; 5. C: Cognitions 91 ; Facilitates cognitive awareness 91 ; Cognitive content 91 ; Levels of cognitions 92 ; Uses thought records and bubbles 96 ; Identifies functional and dysfunctional cognitions 98 ; Unhelpful thoughts 98 ; Helpful thoughts 99 ; Identifies cognitive biases (thinking traps) 99 ; Negative filter 99 ; Blowing things up 100 ; Predicting failure 100 ; Being down on yourself 101 ; Setting yourself up to fail 101 Facilitates thought challenging and perspective taking 102 ; What is the evidence? 102 ; The 4Cs 102 ; What would someone else say? 103 ; Jaz falls out with her friend 103 ; Facilitates continuum work through rating scales 103 ; Uses mindfulness, acceptance and compassion 104 Mindfulness 104 ; Compassion 107 ; Acceptance 108 ; Kindness 110 ; 6. D: Discovery 111 ; Facilitates discovery through the Socratic dialogue 111 ; The Socratic dialogue 113 ; Memory questions 113 ; Translation questions 113 ; Interpretation questions 114 ; Application questions 114 ; Analysis questions 115 ; Synthesis questions 115 ; Evaluation questions 115 ; What makes a good Socratic question? 116 ; Mike is worried about his cat 117 ; Common difficulties 120 ; Facilitates perspective taking 122 ; Perspective taking 122 ; Responsibility pies 123 ; Joshua's accident 123 ; Attends to overlooked information 124 ; Analogical comparisons 125 ; Testing assumed relationships 125 ; Marla worries she will pass germs to others 126 ; Evaluates cognitions thought behavioural experiments or prediction testing 127 ; Planning a behavioural experiment 128 ; Prediction testing -- Caleb thinks he is a failure 129 ; Active experiment -- Laura's social anxiety 130 ; Information gathering experiments -- Adam's formulation 131 ; 7. E: Emotions 134 ; Develops emotional literacy 134 ; Identifies key bodily signals 135 ; Body signals 135 ; Feeling diaries 136 ; William feels sad 136 ; Emotional logs 137 ; Isabella feels down 137 ; Develops relaxation, guided imagery, controlled breathing and calming activities 138 ; Progressive muscle relaxation 139 ; Calming imagery 141 ; Aisha's calming image 141 ; Diaphragmatic (controlled) breathing 142 ; Change the feeling 143 ; Develops physical activity, let the feelings go, emotional metaphors 144 ; Physical activity 144 ; Let the feeling go 144 ; Emotional metaphors 144 ; Emotive imagery 145 ; Anthony's humorous image 145 ; Develops self-soothing, mind games and mindfulness 146 ; Self-soothing 146 ; Mind games 147 ; Mindfulness 147 ; Talk to someone 148 ; 8. F: Formulations 150 ; Provides a coherent and understandable rationale for the use of CBT 150 ; Links thoughts, emotions and behaviours (maintenance formulat

"This book provides practical ideas about how to use cognitive behavioural techniques (CBT) with children, adolescents and young adults. The book is organised around a competency framework and highlights the underlying philosophy, process and core skills of undertaking CBT with this client group. The ideas can be used as part of an individual intervention for those with psychological problems as well as group based prevention programme to promote helpful "life skills" to build resilience. The CORE philosophy of CBT, namely Child centred, Outcome focused, Reflective and Empowering approach is described. Attention is paid to the PRECISE process of working with children, adolescents and young adults. This is based on Partnership working, pitched at the Right developmental level, promoting Empathy, Creativity, Investigation and Self-efficacy and which is Engaging and enjoyable. Finally the specific core skills, the ABCs of CBT, are described. These are defined as Assessment, Behavioural skills, Cognitive skills, Discovery, Emotional skills, Formulation, General skills and Home assignments. Each skill is described with practical examples provided of how these can be applied in work with children, adolescents and young adults. When discussing specific skills and techniques reference is made to relevant worksheets which are available in Think Good Feel Good (TGFG) for children and young adolescents and Thinking Good Feeling Better (TGFB) for older adolescents and young adults"-- Provided by publisher.

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