By Peter Fuggle
This e-book uniquely addresses the applying of CBT to teenagers and youngsters inside future health, tuition and neighborhood contexts. This e-book offers obtainable wisdom and perform abilities for pro employees operating with stricken young ones and teens in real-world settings. Front-line practitioners more often than not face little ones with advanced styles of problems that don't healthy transparent diagnostic different types. on the middle of this publication is the kid, the authors relocating outwards to hide adolescence itself, the foundations, center perform and methods of CBT and its model to the context of the treatment.
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Extra resources for CBT with Children, Young People and Families
Indd 34 09/10/2012 12:03:08 PM 35 The Wider Context difficulties in childhood is strongly associated with the presence of a number of family factors, particularly inter-parental conflict (Sturge-Apple, Cummings, & Davies, 2010), parental mental illness (Rutter & Quinton, 1987), parental substance misuse (Kroll & Taylor, 2003) and domestic violence (Melancon & Gagne, 2011). These risk factors need to be balanced against an understanding of the attachment relationships (described earlier) in the family and the capacity of the family to provide care and love.
The Coping Cat manual for anxiety (Kendall & Hedke, 2006) include a period of play between the child and the therapist at the end of the session as a ‘fun time’ which provides a reward for the child’s efforts in the session and enables the session to finish on a positive note. 3 Many CBT programmes with children emphasise the need to make the therapeutic process enjoyable and engaging and frequently include games as ways of addressing aspects of the intervention plan. 4 A range of games may be used to address specific aspects of the case formulation such as role plays, acting games, pencil and paper games, making books, generating stories or working on the computer (Friedberg, McClure, & Garcia, 2009).
Such an observation highlights how adult perceptions of children’s peer relationships can be potentially inaccurate. Loneliness Loneliness can be seen as a marker for unsatisfactory social relationships and the frequency of loneliness in children may be underestimated by teachers and parents (Asher & Gazelle, 1999). Cassidy and Asher’s (1992) research indicated that primary school children generally understood the concept of loneliness, with about 10 per cent reporting feelings of loneliness. Children experiencing the greatest degree of loneliness might be shy and withdrawn, but they also could be those who were disruptive and aggressive.