Cognitive Behavioral Therapy with Children: A Guide for the by Katharina Manassis

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By Katharina Manassis

This ebook goals to bridge the distance among baby cognitive behavioral treatment (CBT) as practiced in educational facilities and its use in group settings. simply because CBT is taken into account the ultimate within the therapy of quite a few baby psychological medical conditions and has been evaluated in different randomized managed trials, practitioners frequently face strain to "do CBT" for kids assembly standards for sure problems, in particular anxiousness and melancholy. This e-book makes use of a step by step, sensible method of spell out baby CBT evaluation and therapy concerns which are frequently now not certain in therapy manuals yet are hugely appropriate to neighborhood practitioners.

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Whenever parent versions of these instruments are available, these should also be administered, because parent and child reports do not always correspond when assessing anxiety disorders and depression (see above). In the case of anxiety, preadolescent children often meet criteria for multiple anxiety disorders, but this is likely a reflection of the undifferentiated nature of childhood anxiety rather than indicating severity. Impairment of functioning is a key indicator of severity, and also of the need for treatment regardless of disorder(s) present (Bernstein & Shaw, 1997).

All of these factors can influence the success of CBT in such settings, particularly when it is newly introduced. For example, if the mandate of the organization is to “take all comers” and offer treatment strictly in order of arrival at the clinic, it may be impossible to collect enough suitable children for a CBT group for many months or even a year. Oppositionality, family conflicts, and ADHD are common primary presenting problems in the community, and although CBT may be a useful treatment component at some point in these cases, it is rarely the initial or “first line” treatment of choice.

11 for different age groups, but few are published at this point. Adaptations for children with learning disabilities, children who are severely impaired, and children with concurrent externalizing problems all await study. Breaking CBT into “modules” that focus on specific skills has been proposed as one solution for these children (Chorpita, 2007; Curry & Reinecke, 2003), but many of the modules still require a high degree of verbal reasoning which can be problematic in these populations. Further discussion of modules and examples of imagery-based modules for anxious children is provided later in the book.

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