By Michel Hersen, Cynthia G. Last
Some years in the past we edited a common casebook on habit remedy that used to be good acquired. notwithstanding, these professors who used the publication as an accessory textual content in baby habit remedy classes have been involved that basically nine of the 26 chapters handled the scientific program of behavioral prin ciples to youngsters. Their competition used to be particular casebook at the subject was once greatly warranted. In contemplating their reviews we took a more in-depth examine the kid habit treatment zone and have been struck with how different it used to be, the way it had increased, and the way it had matured during the last 3 a long time. Given this obvious hole within the literature, we made up our minds to commit a whole casebook to either the normal and the extra leading edge scientific purposes to the behavioral difficulties awarded by means of kids. The ensuing booklet, containing 28 chapters, is split into components. within the first half, in a bankruptcy entitled "How the sphere Has Moved On," we in brief hint the historic roots of kid habit treatment, aspect the connection of psychiatric analysis and behavioral evaluate, and con sider the significance of developmental norms, mental trying out, ef forts at prevention, and behavioral medication. the majority of this booklet, in fact, seems to be within the 27 instances awarded by way of our respective specialists. all of the remedy instances is gifted in exact structure for pur poses of readability, consistency, and comparability.
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Additional resources for Child Behavior Therapy Casebook
TERRI: (good eye contact, brief smile, voice loud enough) Susan, urn, do you know what our spelling-homework was? SUSAN: Yes, we need to finish page twelve. TERRI: Thanks. THERAPIST: Very nice job, Terri. What did you think, Susan? SUSAN: It was good how she said "thanks" at the end. THERAPIST: It sure was. Terri, you hardly used any "urns" at all that time and that smile looked friendly. The session continued in this manner. Each child had the opportunity to role-play with the other group members and with the therapist.
These techniques were recommended for use at bedtime because worries occurred at a high rate at this time and Ashley was too tired to challenge her automatic negative cognitions. Although progress in this cognitive phase of treatment initially was slow, Ashley eventually was successful in learning and implementing more effective cognitive strategies. Once she grasped the notion that her thinking was in fact interfering with her adjustment (not until the sixth cognitive therapy session), Ashley easily was able to identify maladaptive thoughts and to replace them with more rational cognitions.
She also showed evidence of past diagnoses of a social phobia of school in the first and fifth grades. Information obtained during the semistructured interviews suggested that the onset of overanxious symptoms occurred when Ashley was 6 years old and that avoidant disorder features first were apparent when she was 8 years old. In addition to data derived from interviews, Ashley completed numerous self-report measures. These included the State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973), the Revised Fear Survey Schedule for Children (FSSC-R; Ollendick, 1983), the Children's OVERANXIOUS DISORDER 23 Depression Inventory (CDI; Kovacs, 1978), the Loneliness Scale (LS; Asher, Hymel, & Renshaw, 1984), and the Children's Negative Cognitive Error Questionnaire (CNCEQ; Leitenberg, Yost, & Carroll-Wilson, 1986).
Child Behavior Therapy Casebook by Michel Hersen, Cynthia G. Last