A Clinician's Guide to Think Good-Feel Good: Using CBT with Children and Young People / Edition 1

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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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Editorial Reviews

From the Publisher

"...provides ideas to 'inform and facilitate' the clinical practice of child-focused cognitive behavioural therapy...the guide also has resources online..." (Children Now, 16th November 2005)

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Product Details

  • ISBN-13: 9780470025086
  • Publisher: Wiley
  • Publication date: 10/21/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 190
  • Sales rank: 335,576
  • Product dimensions: 8.52 (w) x 10.83 (h) x 0.44 (d)

Meet the Author

Dr Paul Stallard graduated as a clinical psychologist from Birmingham University in 1980. He worked with children and young people in the West Midlands before moving to the Department of Child and Family Psychiatry, Bath, in 1988. He has a part-time appointment at the University of Bath as Professor of Child and Family Mental Health, and has received a number of research grants exploring the effects of trauma and chronic illness on children. He has published over 70 peer-reviewed papers and his current research interests include the use of cognitive behaviour therapy with children, post-traumatic stress disorder and the psychological effects of chronic illness.

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Table of Contents

About the author.


On-line resources.

1 Overview.

Engagement and readiness to change.


The Socratic process and inductive reasoning.

Involving parents in child-focused CBT.

The process of child-focused CBT.

Adapting CBT for children.

Core components of CBT programmes for internalising problems.

2 Engagement and readiness to change.

Engaging with children.

The Stages of Change.

Motivational interviewing.

When would CBT not be indicated?

‘The Scales of Change’.

3 Formulations.

Key aspects of a formulation.


General cognitive formulations.

Onset formulations.

Complex formulations.

Problem-specific formulations.

Common problems.

‘The Negative Trap’.

‘The 4-part Negative Trap’.

‘Onset Formulation Template’.

4 The Socratic process and inductive reasoning.

Facilitating self-discovery.

The structure of the Socratic process.

Inductive reasoning.

The Socratic process.

The Socratic process and collaborative empiricism.

What makes a good Socratic question?

How does it work?

Common problems.

‘The Chain of Events’.

5 Involving parents in child-focused CBT.

The importance of involving parents.

Clinical benefits of parental involvement.

Model of change.

The role of parents in child-focused CBT.

Parental involvement.

Common components of parent-focused interventions.

Two final thoughts.

‘What is Cognitive Behaviour Therapy (CBT)?’

‘What Parents Need to Know about Cognitive Behaviour Therapy (CBT)’.

6 The process of child-focused CBT.

The therapeutic process of child-focused CBT.

PRECISE in practice.

7 Adapting CBT for children.

The cognitive capacity debate.

Adapting CBT for use with children.


‘The Thought Tracker Quiz: What are the thinking errors?’

‘Responsibility Pies’.

‘When I Feel Worried’.

‘When I Feel Angry’.

‘When I Feel Sad’.

‘Sharing our Thoughts’.

8 Core components of CBT programmes for internalizing problems.

What is the balance between cognitive and behavioural strategies?

Do we need to directly focus upon dysfunctional cognitions and processes?

What cognitions or cognitive processes might be important?

Does cognitive change result in problem improvement?

Is CBT effective?

What are the effective components of CBT interventions?

Where is it best to start?

How many treatment sessions are needed?

What about home-based assignments?

What are the core components of standardised CBT programmes?

Psychoeducational materials.

‘Beating Anxiety’.

‘Fighting Back Depression’.

‘Controlling Worries and Habits’.

‘Coping with Trauma’.



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