Get A Clinician's Guide to Think Good-Feel Good: Using CBT with PDF

By Paul Stallard

ISBN-10: 0470025085

ISBN-13: 9780470025086

This can be a spouse consultant to imagine stable believe sturdy: A Cognitive Behaviour treatment Workbook for kids and adolescents. Designed for clinicians utilizing the unique workbook of their paintings with kids, the e-book builds upon the workbook fabrics by way of supplying information on all points of the healing approach and various case experiences highlighting treatment in motion. themes lined contain dad or mum involvement, key cognitive distortions in teenagers, formulations, tough recommendations, guided discovery and using imagery. additionally incorporated is a bankruptcy concentrating on attainable difficulties in remedy and methods for overcoming them.

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

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

Example text

Rhiannon is unhappy and scared A mini-formulation was used to help Rhiannon (8) understand how her worries about the other children at school resulted in her feeling frightened and playing on her own. The first step was to help Rhiannon describe what happened in the school playground during playtimes. 1. 1 Rhiannon’s where and what link. 2). Unidirectional links are often used in models with children. These are less complicated than bidirectional relationships and therefore easier for the children to understand.

G. g. ‘I am not sure if I said the right thing’). The 41 A CLINICIAN’S GUIDE TO THINK GOOD – FEEL GOOD predominant content of their worries differs, for example, from children with social phobia who are particularly concerned about social embarrassment or negative evaluation from others, or from those with phobias who have a marked fear of a particular situation or object. In addition, children with generalised anxiety disorders tend to display a number of common cognitive biases. They make more negative evaluations about themselves and their performance, have more negative expectations and focus more upon threat-related cues and information (Barrett et al.

It is therefore important to assess the meaning the child ascribes to these events so that their potential significance can be determined. For example, a girl of 16 was referred with a long-standing history of OCD related to germs and health. During the assessment a range of possibly important events emerged, although most appeared comparatively trivial. However, further questioning clearly revealed the personal significance of one event in which the girl fell and cut her knee while on holiday in France.

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

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