A Clinician's Guide to Think Good-Feel Good: Using CBT with Children and Young People

A Clinician's Guide to Think Good-Feel Good: Using CBT with Children and Young People

Paul Stallard

Language: English

Pages: 190

ISBN: 0470025085

Format: PDF / Kindle (mobi) / ePub

This is a companion guide to Think Good Feel Good: A Cognitive Behaviour Therapy Workbook for Children and Young People. Designed for clinicians using the original workbook in their work with children, the book builds upon the workbook materials by offering guidance on all aspects of the therapeutic process and a range of case studies highlighting therapy in action. Topics covered include parent involvement, key cognitive distortions in children, formulations, challenging thoughts, guided discovery and the use of imagery. Also included is a chapter focusing on possible problems in therapy and strategies for overcoming them.

To supplement the workbook, the clinician's guide offers further materials and handouts for use in therapy, including psycho-educational materials for children and parents on common problems, such as depression, OCD, PTSD/Trauma and Anxiety

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there on time?’) or about events that have occurred (e.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

who was bullied at school, was invited to tell a story about a little bear who was scared to go to school. The story started like this: PS : Shall we tell a story about a little bear who had just moved to a new school? ZARA : OK. PS : What would you like to call the bear? ZARA : Little Brownie. PS : So where does Little Brownie live and what is she like? ZARA : Little Brownie lives in a bush at the bottom of a small tree. She lives with her mum and brother. Little Brownie isn’t very

distorted cognitions. They are more likely to attend to the negative features of an event and to ignore or overlook any positive aspects (Kendall et al. 1990). They have negative views and expectations of themselves (Kendall et al. 1990), their performance and future, and attribute positive events to external rather than internal causes (Curry & Craighead 1990). They tend to have more negative attributions about events and are likely to report guilt and worthlessness (Kaslow et al. 1988; Seligman

him making someone seriously ill were actually very, very small. 160 Some people try very hard not to think about their obsessional thoughts. It may seem to make sense but we know that this doesn’t work. The harder you try not to think about them, the more they will happen. Don’t try to stop them. Let them happen but learn to live with them. Learn to control anxious feelings Obsessional and worrying thoughts will make you feel anxious or uncomfortable. You can try to control these feelings by

Psychotherapy, 23, 325–334. Rollnick, S., Mason, P. & Butler, C. (1999). Health behaviour change: a guide for practitioners. London: Churchill Livingstone. Ronen, T. (1992). Cognitive therapy with young children. Child Psychiatry and Human Development, 23, 1, 19–30. Ronen, T. (1997). Cognitive developmental therapy with children. Chichester: Wiley. Russell, R.L. & Shirk, S.R. (1998). Child psychotherapy process research. Advances in Clinical Child Psychology, 20, 93–124. 175 A CLINICIAN’S

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