Cognitive Behavioral Therapy in Youth: Tradition and Innovation PDF
Preview Cognitive Behavioral Therapy in Youth: Tradition and Innovation
Neuromethods 156 Robert D. Friedberg Brad J. Nakamura Editors Cognitive Behavioral Therapy in Youth: Tradition and Innovation N EUROMETHODS SeriesEditor Wolfgang Walz University ofSaskatchewan, Saskatoon, SK,Canada Forfurther volumes: http://www.springer.com/series/7657 Neuromethodspublishescutting-edgemethodsandprotocolsinallareasofneuroscienceas wellastranslationalneurologicalandmentalresearch.Eachvolumeintheseriesofferstested laboratoryprotocols,step-by-stepmethodsforreproduciblelabexperimentsandaddresses methodologicalcontroversiesandpitfallsinordertoaidneuroscientistsinexperimentation. Neuromethodsfocusesontraditionalandemergingtopicswithwide-rangingimplicationsto brain function, such as electrophysiology, neuroimaging, behavioral analysis, genomics, neurodegeneration,translationalresearchandclinicaltrials.Neuromethodsprovidesinvesti- gators and trainees with highly useful compendiums of key strategies and approaches for successful research in animal and human brain function including translational “bench to bedside”approachestomentalandneurologicaldiseases. Cognitive Behavioral Therapy in Youth: Tradition and Innovation Edited by Robert D. Friedberg Pacific Graduate School of Psychology, Palo Alto, CA, USA Brad J. Nakamura Department of Psychology, University of Hawaii at Manoa, Honolulu, HI, USA Editors RobertD.Friedberg BradJ.Nakamura PacificGraduateSchoolofPsychology DepartmentofPsychology PaloAlto,CA,USA UniversityofHawaiiatManoa Honolulu,HI,USA ISSN0893-2336 ISSN1940-6045 (electronic) Neuromethods ISBN978-1-0716-0699-5 ISBN978-1-0716-0700-8 (eBook) https://doi.org/10.1007/978-1-0716-0700-8 ©SpringerScience+BusinessMedia,LLC,partofSpringerNature2020 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthematerialis concerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation,broadcasting,reproduction onmicrofilmsorinanyotherphysicalway,andtransmissionorinformationstorageandretrieval,electronicadaptation, computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublicationdoesnotimply, evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevantprotectivelawsandregulations andthereforefreeforgeneraluse. Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbookarebelievedto betrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsortheeditorsgiveawarranty, expressedorimplied,withrespecttothematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeen made.Thepublisherremainsneutralwithregardtojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. ThisHumanaimprintispublishedbytheregisteredcompanySpringerScience+BusinessMedia,LLC,partofSpringer Nature. Theregisteredcompanyaddressis:1NewYorkPlaza,NewYork,NY10004,U.S.A. Preface to the Series Experimental life sciences have two basic foundations: concepts and tools. The Neuro- methodsseriesfocusesonthetoolsandtechniquesuniquetotheinvestigationofthenervous system and excitable cells. It will not, however, shortchange the concept side of things as carehasbeentakentointegratethesetoolswithinthecontextoftheconceptsandquestions underinvestigation.Inthisway,theseriesisuniqueinthatitnotonlycollectsprotocolsbut also includes theoretical background information and critiques which led to the methods andtheirdevelopment.Thusitgivesthereaderabetter understandingoftheoriginofthe techniquesandtheirpotentialfuturedevelopment.TheNeuromethodspublishingprogram strikes a balance between recent and exciting developments like those concerning new animal models of disease, imaging, in vivo methods, and more established techniques, including, for example, immunocytochemistry and electrophysiological technologies. New traineesinneurosciencesstillneedasoundfootingintheseoldermethodsinordertoapply acriticalapproachtotheir results. Under the guidance of its founders, Alan Boulton and Glen Baker, the Neuromethods serieshasbeenasuccesssinceitsfirstvolumepublishedthroughHumanaPressin1985.The seriescontinuestoflourishthroughmanychangesovertheyears.Itisnowpublishedunder theumbrellaofSpringerProtocols.Whilemethodsinvolvingbrainresearchhavechangeda lot since theseriesstarted, thepublishingenvironmentand technologyhavechanged even more radically. Neuromethods has the distinct layout and style of the Springer Protocols program,designedspecificallyfor readabilityandeaseofreferenceinalaboratorysetting. Thecarefulapplicationofmethodsispotentiallythemostimportantstepintheprocess of scientific inquiry. In the past, new methodologies led the way in developing new dis- ciplines in the biological and medical sciences. For example, Physiology emerged out of Anatomyinthenineteenthcenturybyharnessingnewmethodsbasedonthenewlydiscov- eredphenomenonofelectricity.Nowadays,therelationshipsbetweendisciplinesandmeth- ods are more complex. Methods are now widely shared between disciplines and research areas. New developments in electronic publishing make it possible for scientists that encounter new methods to quickly find sources of information electronically. The design of individual volumes and chapters in this series takes this new access technology into account. Springer Protocols makes it possible to download single protocols separately. In addition, Springer makes its print-on-demand technology available globally. A print copy canthereforebeacquiredquicklyandforacompetitivepriceanywhereintheworld. v Preface The Value of Discernment Ofcourseyoulikeit—howcanyounotlikeit?!Everyonelikeseverythingnowadays.Theylikethetelevisionand thephonographandthesodapopandtheshampooandtheCrackerJack.Everythingbecomeseverythingelse andit’sallniceandprettyandlikable.Everythingisfuninthesun!Where’sthediscernment?Where’sthe arbitrationthatseparateswhatIlikefromwhatIrespect,whatIdeemworth,whathas...listentomenow... significance. Logan(2009) A quick perusal of websites, blogs, podcasts, social media posts, brochures, and the scholarlyliteraturerevealsthatcognitivebehavioraltherapy(CBT)isnotafadbutafashion among psychotherapists. Many practitioners and clinical service systems claim to provide CBT. However, too few practitioners properly deliver the approach at the right dose and directtowardthecorrectclinicalproblem[1].Arecentstudyrevealedthatpractitionerswho professfidelitytoaCBTapproachdonotgenuinelyimplementtheprocedure[2].Thus,itis clearthatCBTis“popular”and“likeable.”However,vulnerableyoungpatientsmaynotbe really getting the approach. There is a troubling sequelae to this phenomenon. First and most importantly, good clinical care is truncated. Second, public confidence in authentic CBTcanbeeroded.Third,theCBTbrandispotentiallysullied. These issues gave rise to our motivation to create this text and ask respected CBT scholars and practitioners to contribute chapters that address proper applications of CBT tocommonclinicalpresentations.Wewantedtocreateaworkthatrealisticallyrepresented boththetraditionsandinnovationsthatlivewithinthebroadCBTrealm.Itwasessentialfor us that contributors filled their chapters with generalizable principles and procedures. We wantreaderstobeabletotransfer materialfromthepagetoclinicalpractice. Implementing CBT faithfully and with flexibility is the current watchword [3, 4]. Therefore,weinvitedcontributorstoplanttheirinnovativeproceduresinfertiletheoretical and empirical ground. Consequently, the chapters provide cutting-edge procedures but- tressedbyafull-bodiedtheoreticalframeworkandreinforcedbysoundscience.Whilethere are points of convergence between the ever-growing number of psychotherapy modalities, there are fundamental differences too. Discerning what is and is not CBT is essential. Incorporating the theory and research surrounding CBT into the direct clinical care of young patients maintains fidelity. This solid footing enables innovation. We encourage readerstowrapthemselvesinacloakoftheoreticalfidelityastheymakethevariouspractices inthisbooktheirown. Ourprefacebeganwithapassagefromtheplay,Red,byJohnLogan[5].Hiswordsgave voice to the Mark Rothko character who emphasized the need to discern “liking” from vii viii Preface respect,worth,andsignificance.Manyprofessionalsandlaypeople“like”CBT.ANDthisis agoodthing!BUT,Rothkoisright—likingisdifferentfromrespecting.Wewantreadersto like this book but more importantly, we want you, the reader, to respect the contributors’ significantwork.Theirideasareindeedworthy,sownintheory,cultivatedthroughscience, andripenedbyclinicalexperience. PaloAlto,CA,USA RobertD.Friedberg Honolulu,HI,USA BradJ.Nakamura References 1. Comer JA, Barlow DC (2014) The occasional case against broad dissemination and implementation: retainingaroleforspecialtycareinthedeliveryofpsychologicaltreatment.AmPsychol69:1–18 2. CreedTA,WolkCB,FeinbergBetal(2014)Relationshipbetweencommunitytherapists’self-reportof acognitivebehavioraltherapyorientationandobservedskills.AdmPolicyMentHealth41:1–8 3. Southam-GerowMA,DaleidenEL,ChorpitaBFetal(2014)MAPpingLosAngelesCounty:takingan evidence-informedmodelofmentalhealthcaretoscale.JClinChildAdolescPsychol43:190–200 4. KendallPC,GoschE,FurrJetal(2008)Flexibilitywithinfidelity.JAmAcadChildAdolescPsychiatr 47:987–993 5. LoganJ(2009)Red.OberonBooks,London Acknowledgments FirstandalwaysIwanttothanktheloveofmylife,BarbaraA.Friedberg,whoisnotonlyan award winning financial writer but a first-class human being who is my guiding light. My daughter,RebeccaJ.,whosecriticalreasoningandsenseofhumorissomethingthatinspires me and that I aspire to! My heartfelt respect and gratitude goes to my brilliant co-editor Brad J. Nakamura whose keen insight, scholarly acumen, and clinical wisdom brought this text to a higher level. Further, I am humbled by the contributions of our chapter authors. Theirworkisgenuinelyastoundingandbreathtaking.Finally,tooureditorsWolfgangWalz and Patrick Marton who invited us to create this text. MUCHO MUCHO THANK YOU!—Bob Iwouldliketoexpressmyheartfeltgratitudefor themultitudeofconditionsthathave allowedmetodotheworkthatIlove.Itisimpossibletoidentifyallofthesecircumstances, but firstand foremostthank youto my lifepartner, JoyN.Nakamura,whohas alwaysand continuestosacrificeher timesothatIcanhavethetimetodowhatIwant.Thankyouto mychildren,parents,andlargerfamilyfortheopportunitytobeafather,son,andbrother.I am also profoundly grateful to my co-editor, Robert D. Friedberg, who has always been a role modelfor me acrossa wide range ofprofessional and personal domains. Through this and so many other scientific contributions to our field, he continues to move the needle, helping so many students, youth, and families through his massive body of work. I am supremely thankful for the invitation and the opportunity to work together on this book. Thank you so very much to all of the authors and our editors, Wolfgang Walz and Patrick Marton.Mahaloandaloha!—Brad ix Contents PrefacetotheSeries ........................................................... v Preface ..................................................................... vii Acknowledgments............................................................. ix Contributors................................................................. xiii 1 OverviewofCBTSpectrumApproaches................................... 1 BryceD.McLeod,KristerW.Fjermestad, JulietteM.Liber,andStephanieViolante 2 CognitiveBehavioralTherapywithDepressedYouth........................ 19 HannahR.Lawrence,MichelleL.Buffie,RebeccaA.Schwartz-Mette, andDouglasW.Nangle 3 CognitiveBehavioralTherapyforChildandAdolescentAnxiety: CBTinaNutshell....................................................... 41 EmilyBadin,EvanAlvarez, andBrianC.Chu 4 CognitiveBehavioralTherapyforPediatricOCD........................... 73 DaraE.Babinski 5 Trauma-FocusedCognitiveBehavioralTherapy(TF-CBT)................... 91 BrianAllen,ElizabethRiden,andChadE.Shenk 6 CognitiveBehavioralTherapywithAngryandAggressiveYouth: TheCopingPowerProgram ............................................. 109 SaraL.Stromeyer,JohnE.Lochman,FrancescaKassing, andDevonE.Romero 7 AdaptingCognitiveBehavioralTherapyforChildrenwithAutism SpectrumDisorderandComorbidAnxietyandObsessive-Compulsive Disorders .............................................................. 125 KellyN.Banneyer,RachelFein,andEricA.Storch 8 CognitiveBehavioralTherapywithSubstanceUsingYouth .................. 141 MollyBobek,BradDonohue,NicoleP.Porter,AlexandraMacLean, andAaronHogue 9 CognitiveBehavioralTherapywithEatingDisorderedYouth................. 163 JamalH.EssayliandKellyM.Vitousek 10 Mindfulness-BasedCognitiveTherapyforChildren......................... 189 LailaA.Madni,ChelsieN.Giambrone,andRandyeJ.Semple 11 CognitiveBehavioralTherapywithDiverseYouth .......................... 211 EstebanV.Cardemil,CaitlinStraubel,andJessicaL.O’Leary 12 ModularCBTforYouth:PrinciplesandGuides ............................ 231 MayaBoustani,JenniferRegan,andCameoStanick 13 UnifiedProtocolforTransdiagnosticTreatmentofEmotional DisordersinChildrenandAdolescents .................................... 251 ElizabethR.HallidayandJillEhrenreich-May xi
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