Download Clinical Practice of Cognitive Therapy with Children and by Robert D. Friedberg PhD, Jessica M. McClure PsyD PDF

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By Robert D. Friedberg PhD, Jessica M. McClure PsyD

An perfect instructing textual content or practitioner reference, this publication deals a whole creation to doing cognitive treatment with kids and teenagers. a scientific but versatile method of case conceptualization and therapy making plans is gifted. The authors evaluation the necessities of orienting kids and households to cognitive treatment, structuring every one consultation, and imposing ordinary cognitive and behavioral options. Concluding chapters describe recommendations for addressing particular medical difficulties: melancholy, anxiousness, and disruptive behavior.

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Extra resources for Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts

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Of course, collaboration does not imply equality. ” We have found that youngsters welcome this stance. Moreover, many youngsters come to realize that while a collaborative approach offers them opportunities for input, it also encourages responsibility. The following exchange illustrates a collaborative process. THERAPIST: It would help me if you would write down a list of things you would like to work on when we talk together. How does that sound to you? JAKE: Why do we need a list? THERAPIST: A list can help us keep track of things so we don’t forget something that might be important later on.

2 as an organizational guide. Cognitive Variables The cognitive variables in the case conceptualization process were briefly noted in Chapter 1. Case conceptualization should consider cognitive processes, cognitive structure, and cognitive content. Not surprisingly, a case conceptualization addresses automatic thoughts, underlying assumptions, schemata, and cognitive distortions. As previously mentioned, automatic thoughts reflect the explanations or predictions that accompany events and represent cognitive content.

In order to see each corner of a child’s experience, we often turn the problem on its ear to get a different perspective. For us, this is one of the most exciting aspects of cognitive therapy. Quite frankly, it keeps the work fresh. For example, a youngster was unwilling to show his parents some of the work he was doing in therapy. We initially thought he was ashamed of what he was thinking or feeling or was worried about his parents’ reaction. When we asked him about sharing his homework, his response surprised us: “It’s my special time.

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