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: 902,650
  • 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 viii

Acknowledgements ix

On-line resources x

1 Overview 1

Engagement and readiness to change 2

Formulations 3

The Socratic process and inductive reasoning 4

Involving parents in child-focused CBT 5

The process of child-focused CBT 5

Adapting CBT for children 6

Core components of CBT programmes for internalising problems 7

2 Engagement and readiness to change 9

Engaging with children 9

The Stages of Change 10

Motivational interviewing 15

When would CBT not be indicated? 22

‘The Scales of Change’ 25

3 Formulations 27

Key aspects of a formulation 28

Mini-formulations 29

General cognitive formulations 30

Onset formulations 32

Complex formulations 39

Problem-specific formulations 41

Common problems 44

‘The Negative Trap’ 47

‘The 4-part Negative Trap’ 48

‘Onset Formulation Template’ 49

4 The Socratic process and inductive reasoning 51

Facilitating self-discovery 51

The structure of the Socratic process 52

Inductive reasoning 53

The Socratic process 57

The Socratic process and collaborative empiricism 60

What makes a good Socratic question? 61

How does it work? 62

Common problems 64

‘The Chain of Events’ 67

5 Involving parents in child-focused CBT 69

The importance of involving parents 69

Clinical benefits of parental involvement 72

Model of change 73

The role of parents in child-focused CBT 73

Parental involvement 75

Common components of parent-focused interventions 80

Two final thoughts 83

‘What is Cognitive Behaviour Therapy (CBT)?’ 85

‘What Parents Need to Know about Cognitive Behaviour Therapy (CBT)’ 87

6 The process of child-focused CBT 91

The therapeutic process of child-focused CBT 91

PRECISE in practice 100

7 Adapting CBT for children 105

The cognitive capacity debate 105

Adapting CBT for use with children 107

Visualisation 112

‘The Thought Tracker Quiz: What are the thinking errors?’ 121

‘Responsibility Pies’ 122

‘When I Feel Worried’ 123

‘When I Feel Angry’ 124

‘When I Feel Sad’ 125

‘Sharing our Thoughts’ 126

8 Core components of CBT programmes for internalizing problems 129

What is the balance between cognitive and behavioural strategies? 129

Do we need to directly focus upon dysfunctional cognitions and processes? 131

What cognitions or cognitive processes might be important? 131

Does cognitive change result in problem improvement? 132

Is CBT effective? 132

What are the effective components of CBT interventions? 133

Where is it best to start? 133

How many treatment sessions are needed? 134

What about home-based assignments? 135

What are the core components of standardised CBT programmes? 135

Psychoeducational materials 145

‘Beating Anxiety’ 146

‘Fighting Back Depression’ 152

‘Controlling Worries and Habits’ 158

‘Coping with Trauma’ 165

References 171

Index 179

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