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
Author(s): Paul Stallard
Edition: 1
Publisher: Wiley
Year: 2005
Language: English
Pages: 190
A Clinician’s Guide to Think Good – Feel Good......Page 3
Contents......Page 7
About the author......Page 10
Acknowledgements......Page 11
On-line resources......Page 12
1 Overview......Page 13
Engagement and readiness to change......Page 14
Formulations......Page 15
The Socratic process and inductive reasoning......Page 16
The process of child-focused CBT......Page 17
Adapting CBT for children......Page 18
Core components of CBT programmes for internalising problems......Page 19
Engaging with children......Page 21
The Stages of Change......Page 22
Motivational interviewing......Page 27
When would CBT not be indicated?......Page 34
‘The Scales of Change’......Page 37
3 Formulations......Page 39
Key aspects of a formulation......Page 40
Mini-formulations......Page 41
General cognitive formulations......Page 42
Onset formulations......Page 44
Complex formulations......Page 51
Problem-specific formulations......Page 53
Common problems......Page 56
‘The Negative Trap’......Page 59
‘The 4-part Negative Trap’......Page 60
‘Onset Formulation Template’......Page 61
Facilitating self-discovery......Page 63
The structure of the Socratic process......Page 64
Inductive reasoning......Page 65
The Socratic process......Page 69
The Socratic process and collaborative empiricism......Page 72
What makes a good Socratic question?......Page 73
How does it work?......Page 74
Common problems......Page 76
‘The Chain of Events’......Page 79
The importance of involving parents......Page 81
Clinical benefits of parental involvement......Page 84
The role of parents in child-focused CBT......Page 85
Parental involvement......Page 87
Common components of parent-focused interventions......Page 92
Two final thoughts......Page 95
‘What is Cognitive Behaviour Therapy (CBT)?’......Page 97
‘What Parents Need to Know about Cognitive Behaviour Therapy (CBT)’......Page 99
The therapeutic process of child-focused CBT......Page 103
PRECISE in practice......Page 112
The cognitive capacity debate......Page 117
Adapting CBT for use with children......Page 119
Visualisation......Page 124
‘The Thought Tracker Quiz: What are the thinking errors?’......Page 133
‘Responsibility Pies’......Page 134
‘When I Feel Worried’......Page 135
‘When I Feel Angry’......Page 136
‘When I Feel Sad’......Page 137
‘Sharing our Thoughts’......Page 138
What is the balance between cognitive and behavioural strategies?......Page 141
What cognitions or cognitive processes might be important?......Page 143
Is CBT effective?......Page 144
Where is it best to start?......Page 145
How many treatment sessions are needed?......Page 146
What are the core components of standardised CBT programmes?......Page 147
Psychoeducational materials......Page 157
‘Beating Anxiety’......Page 158
‘Fighting Back Depression’......Page 164
‘Controlling Worries and Habits’......Page 170
‘Coping with Trauma’......Page 177
References......Page 183
Index......Page 191
