Cognitive Behavior Therapy with Children

506 Pages·1984·10.917 MB·English

by  Andrew W. Meyers, W. Edward Craighead (auth.), Andrew W. Meyers, W. Edward Craighead (eds.)

Cognitive
Behavior Therapy
with Children
APPLIED CLINICAL PSYCHOLOGY
Series Editors: Alan S. Bellack, Mediml College of Pennsylvania at EPPI,
Philadelphia, Pemzsylvania, and Michel Hersen, University of Pittsburgh, Pittsburgh,
Pennsylvama
HANDBOOK OF BEHAVIOR MODIFICATION WITH THE MENTALLY
RETARDED
Edited by Johnny L. Matson and John R. McCartney
THE UTILIZATION OF CLASSROOM PEERS AS BEHAVIOR CHANGE
AGENTS
Edited by PhillipS. Strain
FUTURE PERSPECTIVES IN BEHAVIOR THERAPY
Edited by Larry Michelson, Michel Hersen, and Samuel M. Turner
CLINICAL BEHAVIOR THERAPY WITH CHILDREN
Thomas Ollendick and Jerome A. Cerny
OVERCOMING DEFICITS OF AGING: A Behavioral Approach
Roger L. Patterson
TREATMENT ISSUES AND INNOVATIONS IN MENTAL RETARDATION
Edited by Johnny L. Matson and Frank Andrasik
REHABILITATION OF THE BRAIN-DAMAGED ADULT
Gerald Goldstein and Leslie Ruthven
SOCIAL SKILLS ASSESSMENT AND TRAINING WITH CHILDREN
An Empirically Based Handbook
Larry Michelson, Don P. Sugai, Randy P. Wood, and Alan E. Kazdin
BEHAVIORAL ASSESSMENT AND REHABILITATION OF THE
TRAUMATICALLY BRAIN DAMAGED
Edited by Barry A. Edelstein and Eugene T. Couture
COGNITIVE BEHAVIOR THERAPY WITH CHILDREN
Edited by Andrew W. Meyers and W. Edward Craighead
TREATING CHILD-ABUSIVE FAMILIES
Intervention Based on Skills-Training Principles
Jeffrey A. Kelly
A Continuation Order Plan is available for this series. A continuation order will bring delivery of
each new volume immediately upon publication. Volumes are billed only upon actual shipment.
For further information please contact the publisher.
Cognitive
Behavior Therapy
with Children
Edited by
Andrew W. Meyers
Memphis Stale Univesily
Memphis, Tennessee
and
W Edward Craighead
Pennsy!Vtmia Stale Universi~;
Universt~l Park, Pennsylvmtia
Springer Science+ Business Media, LLC
Library of Congress Cataloging in Publication Data
Main entry under title:
Cognitive behavior therapy with children.
(Applied clinica! psychology)
Bibliography: p.
lncludes index.
1. Behavior therapy. 2. Cognitive therapy. 3. Child psychotherapy. !. Meyers,
Andrew W., 1949- . II. Craighead, W. Edward. III. Series.
RJ505.84C63 1983 618.92'89142 83-16116
ISBN 978-1-4757-9735-0 ISBN 978-1-4757-9733-6 (eBook)
DOI 10.1007/978-1-4757-9733-6
©1984 Springer Science+Business Media New York
Originally published by Plenum Press, New York in 1984
Softcover reprint of the hardcover 1st edition 1984
Ali rights reserved
No part of this book may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording, or otherwise, without written permission from the Publisher
To my parents: Bea and Lou
A.W.M.
To my family: Linda, Benjamin, and Wade.
W. E. C.
Contributors
Jeanne Brooks-Gunn The Infant Laboratory, Educational Testing Ser
vice, Princeton, New Jersey and College of Physicians and Surgeons,
Columbia University, New York, New York
Louis Burgio Department of Psychology, University of Notre Dame,
Notre Dame, Indiana
Bonnie W. Camp Department of Pediatrics and Psychiatry, University
of Colorado Medical School, Denver, Colorado
Robert Cohen Department of Psychology, Memphis State University,
Memphis, Tennessee
W. Edward Craighead Department of Psychology, The Pennsylvania
State University, University Park, Pennsylvania
David S. Glenwick Department of Psychology, Fordham University,
Bronx, New York
Robert J. Hall Department of Educational Psychology, Texas A & M
University, College Station, Texas
Leonard A. Jason Department of Psychology, De Paul University, Chi
cago, Illinois
Mary Beth Johnston Department of Psychology, University of Notre
Dame, Notre Dame, Indiana
Philip C. Kendall Department of Psychology, University of Minnesota,
Minneapolis, Minnesota
vii
viii CONTRIBUTORS
Robert E. Kennedy Department of Psychology, Davidson College,
Davidson, North Carolina
Barbara K. Keogh Special Education Research Program, Graduate
School of Education, University of California, Los Angeles, California
Daniel S. Kirschenbaum Department of Psychology, University of
Wisconsin-Madison, Madison, Wisconsin
Avigdor Klingman Department of Counseling, University of Haifa,
Haifa, Israel
Alan J. Litrownik Department of Psychology, San Diego State Univer
sity, San Diego, California
Wendy S. Matthews Department of Pediatrics, University of Medicine
and Dentistry of New Jersey-Rutgers Medical School, Piscataway, New
Jersey
Andrew W. Meyers Department of Psychology, Memphis State Univer
sity, Memphis, Tennessee
Barbara G. Melamed Department of Clinical Psychology, College of
Health Related Professions, University of Florida, Gainesville, Florida
Patricia Morison Department of Psychology, University of Minnesota,
Minneapolis, Minnesota
Rosemery 0. Nelson Department of Psychology, University of North
Carolina at Greensboro, Greensboro, North Carolina
Arnold M. Ordman Department of Psychology, University of Wiscon
sin-Madison, Madison, Wisconsin
Roberta Shockley Ray Department of Psychology, University of Den
ver, Denver, Colorado
Richard N. Roberts Kamehameha Educational Research Institute, Hon
olulu, Hawaii
Robert Schleser Lewis College of Arts and Letters, Illinois Institute of
Technology, Chicago, Illinois
ix
CONTRIBUTORS
Lawrence J. Siegel Department of Clinical Psychology, College of
Health Related Professions, University of Florida, Gainesville, Florida
Hillary Turkewitz Greater Lawrence Psychological Center, Inc., 36
Lawrence Street, Lawrence, Massachusetts
Thomas Whitman Department of Psychology, University of Notre
Dame, Notre Dame, Indiana
Preface
Recent estimates (Hallahan & Kauffman, 1978) indicate that over 4. 7
million children, 7.3% of the child population under the age of 19, are
labeled emotionally disturbed, mentally retarded, or learning-disabled.
Moreover, many of these children remain unserved or are inadequately
served. The past decade has produced an increasing concern with the
mental health needs of these children and their families. This trend had
as much impact in behavior therapy as it did in any other branch of the
helping professions. Behavioral work with children, with its emphasis
on skill development and environmental modification, helped to build
into child psychotherapy a true preventive mental health orientation.
The ease of delivery and application of behavioral procedures allowed
parents and other caregivers to become meaningfully involved in the
clinical process, and so facilitated therapy gains and the maintenance
and generalization of those gains.
Perhaps the most significant change in behavior therapy in the
1970s was the move beyond interventions derived strictly from learning
theories to applications based on knowledge from a variety of psycho
logical research areas. The cognitive mediational activities of the client
have received special attention, and this book presents the conceptual,
methodological, and clinical issues in contemporary cognitive behavior
therapy with children.
The chapters that follow review the experimental cognitive behav
ioral work with children and include descriptions of cognitive behavioral
preventive mental health interventions and cognitive behavioral inter
ventions for specific child behavior problems. Because these presenta
tions attempt to integrate academic and applied orientations, both the
scholar and the practitioner can benefit from the contributions. The book
is designed for use in graduate-level cognitive behavior therapy practica
and child therapy courses, and in advanced undergraduate courses cov-
xi